Diversity

Commitment to Diversity
The CPTP takes pride in their commitment to promoting diversity as well as recruiting and training a diverse student body.  Diversity and inclusion are also central to UNL’s mission and its pursuit of excellence.  Learn more about UNL's approach to diversity in graduate education here.

Diversity Training
Students have numerous opportunities to work with diverse populations both in their community placements as well as our in-house training clinic.  We believe that experience with diverse backgrounds and traditions are essential for clinical psychologists, and that the survival of psychology as a professional and scientific community depends on diverse representation among its membership.  It is important to us that this atmosphere continues to be a significant characteristic of the CPTP.  
  
Courses and practicum training clearly reflect the contemporary multicultural context in which we live and practice psychology.  Clinical students are also required to take a 3 credit diversity course.  Graduate students in psychology, including clinical, may choose to complete an informal “diversity concentration” that involves additional coursework inside and outside the department and a comprehensive exam.  The diversity concentration typically focuses on gender, race/ethnicity, or sexual minorities.  Learn more about the diversity minor here and view the CPTP diversity course requirements here.

Diversity Related Research in the Department of Psychology
Several faculty within the Psychology Department have an interest in diversity issues within their scholarship and research.  Find out more information about their research labs and projects here.  See below for a representative list of diversity-related publications from faculty and graduate students of the CPTP.

Interview Weekend Diversity Brunch
During interview weekend, an optional Diversity Brunch is held for applicants interested in diversity issues.

Psychology Department Sarata Diversity Enhancement
Named in honor of Dr. Brian Sarata, a former faculty member in the department, the Sarata Diversity Enhancement Committee within the Department of Psychology is dedicated to the promotion of scholarship for diverse populations or on diversity topics within the field.  View the Sarata Diversity Enhancement mission statement here.

Additional Resources
APA Guidelines and Resolutions
UNL Student Affairs Diversity Policy
Diversity at UNL

Representative Publications

  • Boles, R. E., Nelson, T. D., Chamberlin, L. A., Valenzuela, J. M., Sherman, S. N., Johnson, S. L., & Powers, S. W. (2010). Confirmatory factor analysis of the child feeding questionnaire among low-income African American families of preschool children. Appetite, 54, 402-405.

  • Brock, R.L., Kochanska, G., O’Hara, M.W., & Grekin, R. (2015). Life satisfaction moderates the effectiveness of a play-based parenting intervention in low-income mothers and toddlers. Journal of Abnormal Child Psychology, 43, 1283-1294. doi: 10.1007/s10802-015-0014-y

  • Clemmons, J. C., DiLillo, D., Martinez, I. G., DeGue, S., & Jeffcott, M. (2003). Co-occurring forms of child maltreatment and adult adjustment reported by Latina college students. Child Abuse & Neglect27, 751-767.

  • Futa, K. T., Hsu, E., & Hansen, D. J. (2001). Child sexual abuse in Asian-American families: An examination of cultural factors that influence prevalence, identification, and treatment. Clinical Psychology: Science and Practice, 8, 189-209.

  • Gervais, S.J., DiLillo, D., & McChargue, D. (in press). Understanding the link between men’s alcohol use and sexual violence perpetration: The mediating role of sexual objectification. Psychology of Violence.
  • Hansen, D. J., Zamboanga, B. L., & Sedlar, G. (2000). Cognitive behavior therapy with ethnic-minority adolescents: Broadening our perspectives. Cognitive and Behavioral Practice, 7, 54-60.

  • Hope, D. A., & Chappell, C. (in press).  Extending training in multicultural competencies to include individuals identifying as lesbian, gay and bisexual: Key choice points for clinical psychology training programs.  Clinical Psychology:  Science and Practice.

  • Hsu, E., Ewoldt, C., & Hansen, D. J. (2004). Understanding the mental health needs of Southeast Asian refugees: Historical, cultural, and contextual challenges. Clinical Psychology Review, 24, 193-213.

  • James, D. V.,  Mullen, P. E.,  Meloy, J. R.,  Pathé, M. T., Preston, L. F., Darnley, B., Farnham, F. R., & Scalora, M. J. (2011). Stalkers and harassers of British royalty: An exploration of proxy behaviours for violence. Behavioral Sciences and the Law, 29, 64-80.

  • Kidwell, K.M., Nelson, T.D., & Van Dyk, T.R. (2015). Parenting stress and child physical health among a low-income sample: The moderating role of child anxiety. Journal of Health Psychology, 20, 1377-1387.

  • Kouyoumdjian, H., Zamboanga, B. L., & Hansen, D. J. (2003). Barriers to mental health services for Latinos: Treatment and research considerations. Clinical Psychology: Science and Practice, 10, 394-422.

  • Lundahl, A., Nelson, T.D., Smith, T.R., & West, T. (2013). Psychosocial stressors and health behaviors: Examining sleep, sedentary behaviors, and physical activity in a low-income pediatric sample. Clinical Pediatrics, 52, 721-729.

  • Meidlinger, P., & Hope, D. A. (2014). Diversity considerations in the assessment and treatment of social anxiety disorder. (p. 223-246).  In J. Weeks (ed.). Handbook of Social Anxiety Disorder.  New York: Wiley-Blackwell.

  • Meidlinger, P., & Hope, D. A. (2014). Differentiating disclosure and concealment in measurement of outness for sexual minorities The Nebraska Outness Scale.  Journal of Sexual Orientation and Gender Diversity4, 489-497.

  • Morales Knight, L., & Hope, D. A. (2012). Correlates of same-sex attractions and behaviors among identified heterosexuals.  Archives of Sexual Behavior, 41, 1199-1208.  doi: 10.1007/s10508-012-9927-5

  • Nelson, T.D., Kidwell, K.M., Armenta, B.E., Crockett, L.J., Carlo, G., & Whitbeck, L. B. (2014). Rural Latino health: Preliminary examination of health status and cultural correlates. Journal of Health Psychology, 19, 802-809.

  • Oakland, A., & McChargue, D. E. (in press). The impact of social anxiety and polysubstance use on the length of treatment for alcohol use disorders for men in a residential substance use treatment program. Journal of Dual Diagnosis.

  • Stoyanova, M., & Hope, D. A. (2012).  Gender, gender roles, and anxiety: Perceived confirmability of self report, behavioral avoidance, and physiological reactivity.  Journal of Anxiety Disorders, 26, 206-214. doi:10.1016/j.janxdis.2011.11.006

  • Tetreault, P. A., Fette, R., Meidlinger, P., & Hope, D. A. (2013) Perceptions of campus climate by sexual minorities.  Journal of Homosexuality60, 947-964.  doi:10.1080/00918369.2013.774874.

  • Tuliao, A.P., & McChargue, D. E. (in press). Severity of alcohol use and sexual aggression among male college students: Investigating the moderating and mediating roles of alcohol outcome expectancies. American Journal on Addictions.

  • Walsh, K., DiLillo, D., & Scalora, M. S. (2011). The cumulative impact of sexual revictimization on emotion regulation difficulties: An examination of female inmates. Violence Against Women, 17, 1103-1118.

  • Weiss, B. J., Hope, D. A., & Capozzoli, M. (2013). Heterocentric language in commonly used measures of social anxiety:  Recommended alternate wording.  Behavior Therapy, 44, 1-11.