Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists.

All individuals exist in social, political, historical, and economic contexts, and psychologists are increasingly called upon to understand the influence of these contexts on individuals’ behavior. The “Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists” reflect the continuing evolution of the study of psychology, changes in society at large, and emerging data about the different needs of particular individuals and groups historically marginalized or disenfranchised within and by psychology based on their ethnic/racial heritage and social group identity or membership. These “Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists” reflect knowledge and skills needed for the profession in the midst of dramatic historic sociopolitical changes in U.S. society, as well as needs of new constituencies, markets, and clients. The specific goals of these guidelines are to provide psychologists with (a) the rationale and needs for addressing multiculturalism and diversity in education, training, research, practice, and organizational change; (b) basic information, relevant terminology, current empirical research from psychology and related disciplines, and other data that support the proposed guidelines and underscore their importance; (c) references to enhance ongoing education, training, research, practice, and organizational change methodologies; and (d) paradigms that broaden the purview of psychology as a profession. In these guidelines, education refers to the psychological education of students in all areas of psychology, while training refers more specifically to the application of that education to the development of applied and research skills. We refer to research that involves human participants, rather than research using animals or mathematical simulations. Practice refers to interventions with children, adolescents, adults, families, and organizations typically conducted by clinical, consulting, counseling, organizational, and school psychologists. Finally, we focus on the work of psychologists as administrators, as consultants, and in other organizational management roles positioned to promote organizational change and policy development. This document was approved as policy of the American Psychological Association (APA) by the APA Council of Representatives in August 2002. This document was drafted by a joint task force of APA Divisions 17 (Counseling Psychology) and 45 (The Society for the Psychological Study of Ethnic Minority Issues). These guidelines have been in the process of development for 22 years, so many individuals and groups require acknowledgment. The Divisions 17/45 writing team for the present document included Nadya Fouad, PhD (co-chair); Patricia Arredondo, EdD (co-chair); Michael D’Andrea, EdD; and Allen Ivey, EdD. These guidelines build on work related to multicultural counseling competencies by Division 17 (D. W. Sue et al., 1982) and the Association of Multicultural Counseling and Development (Arredondo et al., 1996; D. W. Sue, Arredondo, & McDavis, 1992). The task force acknowledges Allen Ivey, EdD; Thomas Parham, PhD; and Derald Wing Sue, PhD, for their leadership related to the work on competencies. The Divisions 17/45 writing team for these guidelines was assisted in reviewing the relevant literature by Rod Goodyear, PhD; Jeffrey S. Mio, PhD; Ruperto (Toti) Perez, PhD; William Parham, PhD; and Derald Wing Sue, PhD. Additional writing contributions came from Gail Hackett, PhD; Jeanne Manese, PhD; Louise Douce, PhD; James Croteau, PhD; Janet Helms, PhD; Sally Horwatt, PhD; Kathleen Boggs, PhD; Gerald Stone, PhD; and Kathleen Bieschke, PhD. Editorial contributions were provided by Nancy Downing Hansen, PhD; Patricia Perez; Tiffany Rice; and Dan Rosen. The task force is grateful for the active support and contributions of a series of presidents of APA Divisions 17, 35, and 45, including Rosie Bingham, PhD; Jean Carter, PhD; Lisa Porche Burke, PhD; Gerald Stone, PhD; Joseph Trimble, PhD; Melba Vasquez, PhD; and Jan Yoder, PhD. Other individuals who contributed through their advocacy include Guillermo Bernal, PhD; Robert Carter, PhD; J. Manuel Casas, PhD; Don Pope-Davis, PhD; Linda Forrest, PhD; Margaret Jensen, PhD; Teresa LaFromboise, PhD; Joseph G. Ponterotto, PhD; and Ena Vazquez Nuttall, EdD. The final version of this document was strongly influenced by the contributions of a working group jointly convened by the APA Board for the Advancement of Psychology in the Public Interest (BAPPI) and the APA Board of Professional Affairs (BPA). In addition to Nadya Fouad, PhD, and Patricia Arredondo, EdD, from the Divisions 17/45 task force, members of the working group included Maria Root, PhD, BAPPI (working group co-chair); Sandra L. Shullman, PhD, BPA (working group co-chair); Toy Caldwell-Colbert, PhD, APA Board of Educational Affairs; Jessica Henderson Daniels, PhD, APA Committee for the Advancement of Professional Practice; Janet Swim, PhD, representing the APA Board of Scientific Affairs; Kristin Hancock, PhD, BPA Committee on Professional Practice and Standards; and Laura Barbanel, PhD, APA Board of Directors. This working group was assisted in its efforts by APA staff members Shirlene A. Archer, JD, Public Interest Directorate; and Geoffrey M. Reed, PhD, Practice Directorate, who also jointly shepherded the document through the final approval process. The task force also acknowledges APA staff members Paul Donnelly; Alberto Figueroa; Bertha Holliday, PhD; Sarah Jordan; Joan White; and Henry Tomes, PhD, for their support.