Semester

Fall

Date of Graduation

2019

Document Type

Dissertation

Degree Type

PhD

College

College of Education and Human Services

Department

Counseling, Rehabilitation Counseling & Counseling Psychology

Committee Chair

John Blake

Committee Co-Chair

Christine Schimmel

Committee Member

M. Cecil Smith

Committee Member

Lisa Platt

Committee Member

Jeffrey Daniels

Abstract

Multicultural competence is necessary to provide psychological services to an increasingly diverse population (Sue, 2001). It is established that multicultural competence is important for training in psychology (Bodin et al., 2014; Diaz-Santos & Hill, 2016). Despite increased interest in recent years, multicultural competence in neuropsychology has not progressed in parallel with the focus of multiculturalism in psychology broadly (Rivera Mindt, Byrd, Saez, & Manly, 2010). Little is known about multicultural assessment, and it is not yet known what factors in training contribute to perceived multicultural competence in neuropsychological trainees (Elbulok-Charape, Rabin, Spadaccini, & Barr, 2014). The primary purpose of this quantitative descriptive study was to examine several variables, alone or in various combination (age, training level, racial identity development phases, and multicultural training) that may contribute to perceived multicultural competence. Following completion of a self-report survey, data were analyzed from 97 neuropsychology trainees in doctoral, internship, or postdoctoral programs. Results of correlation analyses indicated that age, training level, racial identity developmental phases, and multicultural training were statistically significantly related to multicultural competence. Results of the primary analysis (hierarchical multiple regression) indicated that, after controlling for social desirability, age, training level, and racial identity development phases, multicultural training was a statistically significant predictor of perceived Total Multicultural Competence and Multicultural Knowledge. Findings indicated that models comprised of social desirability, age, training level, racial identity development phases, and multicultural training had a statistically significant effect on Total Multicultural Competence, Multicultural Knowledge, and Multicultural Awareness. Implications for training and future research are offered.

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