I’m biased and so are you. What should organizations do? A review of organizational implicit-bias training programs.

2021 ◽  
Author(s):  
Jennifer Y. Kim ◽  
Loriann Roberson
Keyword(s):  
Training Programs ◽  
Implicit Bias

scholarly journals Perceptions of microaggressive behavior across the ideological spectrum

2017 ◽  
Author(s):  
Craig A. Harper
Keyword(s):  
Individual Differences ◽  
Online Survey ◽  
Training Programs ◽  
Diversity Training ◽  
Implicit Bias ◽  
Right Wing ◽  
Empirical Validity ◽  
Cross Spectrum ◽  
Conceptual Clarity

Microaggressions–subtle slights that communicate implicit bias–have become a widespread concern in recent years.However, the empirical credibility of microaggression theory has been questioned due to a lack of conceptual clarity and the prevalence of methodological biases within microaggression research. Challenging the empirical validity of the traditional demographics-based microaggression concept, this study examined the potential for cross-spectrum microaggression perception being a method for derogating opposition viewpoints, consistent with existing work on ideological prejudice. Using an experimental online survey (N= 404), there was a significant association between participants’ ideological orientation and their judgements of the ‘perpetrators’and ‘victims’of microaggressions when ‘victims’were associated with leftist causes, but not right-wing causes. These associations were not moderated by emotional investment in ideological orientation (i.e., collective narcissism). Implications for microaggression theory, diversity training programs, and the study of politically-salient individual differences are subsequently discussed.

Strengthening Empathy Training Programs for Undergraduate Social Work Students

2017 ◽  
Vol 22 (1) ◽  
pp. 31-41 ◽  
Author(s):  
David Dupper
Keyword(s):  
Social Work ◽  
Religious Freedom ◽  
Training Programs ◽  
Implicit Bias ◽  
Social Work Students ◽  
Empathy Training ◽  
Empathic Understanding ◽  
Empirically Supported ◽  
Mindfulness Practices ◽  
Social Empathy

Profound demographic changes as well as the introduction of religious freedom or convictions of conscience legislation in some states has made it more important than ever to equip undergraduate social work students with the knowledge and skills necessary to convey genuine empathy to clients and client groups who are stigmatized or oppressed and to use this empathic understanding to shape public policy. This article discusses the importance of enhancing current empathy training programs for undergraduate social work students by including content on implicit bias and several empirically supported strategies, including mindfulness practices, that are effective in reducing implicit bias and fostering empathy for members of stigmatized outgroups. This article concludes with an overview of instruments designed to identify, assess, and measure all aspects of interpersonal empathy and social empathy.

Identification and Remediation of At-Risk Student Clinicians in Audiology and Speech-Language Pathology

2008 ◽  
Vol 18 (1) ◽  
pp. 24-31
Author(s):  
Martha Wilder Wilson ◽  
Elizabeth Zylla-Jones
Keyword(s):  
At Risk ◽  
Training Programs ◽  
Professional Services ◽  
Speech Language Pathology ◽  
High Quality ◽  
The Public ◽  
Language Pathology ◽  
Remediation Plan ◽  
University Training ◽  
At Risk Student

Abstract The goal of university training programs is to educate speech-language pathology and audiology students to become competent and independent practitioners, with the ability to provide high quality and professional services to the public. This article describes the behaviors of “at-risk” student clinicians, so they may be identified early in their practica and remediation may be implemented. The importance of establishing a student at-risk protocol is discussed as well as a remediation plan for these students. This article summarized the Auburn University Speech and Hearing Clinic’s Student At-Risk Protocol, which may serve as a model for university training programs. The challenges of implementing such a protocol are also discussed.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

Ethics Gets Emphasis in Some Training Programs

2006 ◽  
Vol 37 (12) ◽  
pp. 66
Author(s):  
SHERRY BOSCHERT
Keyword(s):  
Training Programs
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