Date of Award
12-1-2025
Degree Name
Doctor of Philosophy
Department
Psychology
First Advisor
Kibby, Michelle
Second Advisor
Chwalisz, Kathleen
Abstract
Neuropsychology researchers and practitioners have emphasized the importance of cultural considerations in practice, as culture can influence cognition, and factors associated with belonging to marginalized groups can affect neurocognitive outcomes. Despite this recognition and the existence of practical recommendations for conducting culturally responsive assessments, the integration of multicultural issues into neuropsychological tools, training, and supervision remains limited. Training and supervision are critical methods for fostering culturally responsive care, yet little research has examined how multicultural topics are addressed within neuropsychological supervision, both in relation to patient care and to trainees’ own identities. There is limited information about the experiences of trainees from marginalized backgrounds, a group that remains underrepresented in the field of neuropsychology. This study sought to better understand current practices in multicultural neuropsychology supervision. Using grounded theory methodology, I conducted qualitative interviews with seven trainees. The analysis revealed four axial-level categories comprised of 19 open-code categories and subcategories, highlighting the complexity of trainees’ experiences. From this analysis, a grounded theory model, Pathways to Culturally Informed Supervision in Neuropsychology, was developed. This model illustrates how trainees’ experiences in supervision both shape and reflect the field’s ongoing multicultural development.
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