Clinical Psychology

2000 to 2010, the percentage of U.S. residents
identifying themselves as Hispanic or Latino,
Black or African American, Asian American,
American Indian or Native American, two or
more races, and Native Hawaiian of other Pacific
Islander increased by 43%, 12%, 43%, 18%, 32%,
and 35%, respectively (compared to an increase of
5% in White Americans).
In an increasingly pluralistic society such as the
United States, it is urgent that we develop mental
health services that effectively serve the needs of
cultural, racial, and ethnic minorities (Nagayama
Hall, 2006; Whaley & Davis, 2007). One can
argue the point at almost any level—ethical, eco-
nomic, and so on—but it is essential that we
develop training programs that produce therapists
who have learned to consider appropriate cultural
factors in their clinical work with culturally diverse
clients (Miranda et al., 2005). For example, we
must find ways to make successful treatments
more available to Hispanics—treatments that are
sensitive to the characteristic features of Hispanic

culture. Similar comments could be made in the

case of Native Americans, African Americans, and

Asian Americans.

The American Psychological Association

(2003) published guidelines on multicultural educa-

tion, training, research, practice, and organizational

change for psychologists. The goals of these guide-

lines are to present the rationale and need for

addressing multiculturalism in psychology and to

suggest ways that psychologists can integrate cul-

tural awareness into their roles as educators,

researchers, and clinicians. Briefly, these guidelines

urge psychologists to:

■ make a commitment to cultural awareness as

well as knowledge of self and others as cultural

beings;

■ recognize the importance of multicultural

sensitivity;

■ integrate multiculturalism and diversity into

education and training; and

Clinical psychologists receive training in the assessment and treatment of diverse and under-served populations.

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