(PS8-14) Supporting Students with Disabilities in Clinical Psychology Graduate Programs: A Qualitative Study

Abstract Text:

Introduction: Despite the high prevalence of disabilities among psychology PhD students (25%), there are few individuals with disabilities at higher levels of academia including tenured faculty (9.4%) and full professors (6.5%). These data suggest impediments to progression in academic career paths associated with disability that could be addressed through support in graduate programs. Students in clinical and counseling psychology graduate programs may particularly benefit as disability may impact multiple domains (e.g., clinical work, research, and coursework). However, little is known about what supports students with disabilities perceive as lacking in clinical and counseling graduate programs, and how these desired supports may differ across program types.

Method: We surveyed 305 students (131 [43%] with a disability) nationally across U.S. clinical Psy.D., and clinical and counseling Ph.D. programs, concerning students’ current and desired supports across institution levels (e.g., within their lab, department, institution, and clinic), as well as their experiences with accommodations. Qualitative responses were coded via thematic analysis, utilizing a realist lens. Students’ responses were also compared across disability types, program types (Ph.D. vs Psy.D.), and accreditation types (APA vs PCSAS).

Results: Participants reported desiring more supports at the lab, program, and institutional levels and in research, clinical, and course settings. Coding of these qualitative responses is underway; themes are pending. We anticipate that results will describe how students’ desired supports differ across disability types, program types, and institution levels. Findings may provide actionable suggestions to better support psychology graduate students with disabilities in clinical and counseling programs.