Teaching Graduate Clinical and Counseling Students about Disability
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| Title: | Teaching Graduate Clinical and Counseling Students about Disability |
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| Language: | English |
| Authors: | Rhoda Olkin, Megan Carlos (ORCID |
| Source: | Teaching of Psychology. 2026 53(2):124-134. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Intended Audience: | Practitioners |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Graduate Study, Psychology, Counselor Training, Graduate School Faculty, Science Instruction, Disabilities, Attitudes toward Disabilities, Social Bias, Negative Attitudes, Holistic Approach, Barriers, Microaggressions, Classroom Environment, Diversity |
| DOI: | 10.1177/00986283251345681 |
| ISSN: | 0098-6283 1532-8023 |
| Abstract: | Introduction: Clinical and counseling psychology programs provide minimal training on disability, disability culture, and culturally informed psychotherapy for disabled clients. Statement of the Problem: Disability concepts are often framed within the medical model, which pathologizes disability rather than recognizing disability as diversity. Literature Review: This paper utilizes the social model of disability and disability affirmative therapy to discuss teaching graduate clinical students. We outline three teaching goals, activities to support them, assessments of goals, and challenges faced. Teaching Implications: Drawing from our experiences, we suggest classroom activities, textbooks, and assignments to help future practitioners work effectively with disabled clients. We also address challenges in teaching disability, including teaching disabled and nondisabled students together, integrating disability understanding into clinical skills, and deepening insights into pain and fatigue. Conclusion: We advocate for more research on the outcomes of various teaching approaches, particularly the impact of a disabled instructor. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500858 |
| Database: | ERIC |
| Abstract: | Introduction: Clinical and counseling psychology programs provide minimal training on disability, disability culture, and culturally informed psychotherapy for disabled clients. Statement of the Problem: Disability concepts are often framed within the medical model, which pathologizes disability rather than recognizing disability as diversity. Literature Review: This paper utilizes the social model of disability and disability affirmative therapy to discuss teaching graduate clinical students. We outline three teaching goals, activities to support them, assessments of goals, and challenges faced. Teaching Implications: Drawing from our experiences, we suggest classroom activities, textbooks, and assignments to help future practitioners work effectively with disabled clients. We also address challenges in teaching disability, including teaching disabled and nondisabled students together, integrating disability understanding into clinical skills, and deepening insights into pain and fatigue. Conclusion: We advocate for more research on the outcomes of various teaching approaches, particularly the impact of a disabled instructor. |
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| ISSN: | 0098-6283 1532-8023 |
| DOI: | 10.1177/00986283251345681 |
