WSPA Statements on Public Issues

WSPA firmly condemns the hatred, racism, antisemitism, and violence displayed at the U.S. Capitol in Washington, D.C. on Wednesday, January 6, 2021. There are many disturbing aspects of that day, not least of which was the stark difference in how peaceful Black Lives Matter protestors were treated in the very same location this past summer, a potent example of ongoing inequity in our society and the lethal consequences those inequities can have for Black, Indigenous, and people of color (BIPOC). 
 
As practitioners of mental health, we are called to help our clients, patients, and communities process these events. Each of the general principles of our ethics code speaks to how psychologists must rise to this occasion. First, nonmaleficence by not contributing to this violence ourselves is of course necessary but wholly insufficient; beneficence requires that we work for the good of all people in our spheres of influence, especially those who are marginalized. Fidelity and responsibility dictate that we honor public trust in our profession by conveying decades of clinical science and practice that have made clear that personal and societal destruction follows injustice. Integrity demands that our work must be consistently infused with that clarity, regardless of the influence current political chaos exerts on how truth is conveyed. Finally, psychologists who are just and respectful of people’s rights and dignities in the quiet space of their offices but not outside of it will fail to meet the needs of people who must leave those offices at sessions’ ends to re-enter unjust, disrespectful, and frankly unsafe places. To be an ethical psychologist requires being an ethical citizen and human being. 
 
For all of us who are hurting, we urge you to model self-care to those around you. Especially since further violence is likely, we hope you give yourself permission to be the change you need in the world right now. You can determine how much to get involved to make the changes you hope for in order to move toward a less broken world. You are able to give yourself permission to seek support and take time when you need it, because all humans are worthy of such care, and also so that you can be there for your loved ones and patients as well. 
 
We demand justice, equity, and accountability, and will work tirelessly to those ends.
 
In solidarity,
WSPA Board of Trustees
WSPA Good Trouble Committee
 
Resources:

• WSPA’s Good Trouble Diversity & Equity Resources.
• The Good Trouble Committee is always open to interested members.
• Despite political upheaval and new vaccines, the COVID-19 pandemic continues. Interested members are also always welcome to join our Disaster Relief Network (DRN) or contact the WSPA office about joining the DRN Pro Bono group of psychologists offering brief, free therapy to frontline and essential workers. 

We, the members of the Washington State Psychological Association Board of Trustees and Good Trouble Committee, were moved by and stand in solidarity with the Society for the Advancement of Psychotherapy‘s (American Psychological Association Division 29) recent statement regarding their concerns with the Examination for the Professional Practice of Psychology (EPPP). A small but growing body of research indicates that BIPOC test-takers are less likely to pass the EPPP on their first attempt (Bowman & Ameen, 2018; Macura & Ameen, 2020; Sharpless, 2019a & 2019b), and that doctoral programs with higher proportions of BIPOC students have lower EPPP pass rates (Sharpless & Barber, 2013). Any psychologist with an interest in advancing diversity, equity, and inclusion in our field should be uncomfortable with these findings and their implications.

EPPP inequities are an ethical issue. Section 9.05 of our Ethical Principles of Psychologists and Code of Conduct speaks directly to the ethics of test construction: Psychologists who develop tests and other assessment techniques use appropriate psychometric procedures and current scientific or professional knowledge for test design, standardization, validation, reduction or elimination of bias, and recommendations for use. Reducing and hopefully eliminating bias in the EPPP is not only aligned with this specific ethical mandate, but also speaks to our more general ethical principle of justice: Psychologists recognize that fairness and justice entitle all persons to access to and benefit from the contributions of psychology and to equal quality in the processes, procedures, and services being conducted by psychologists. If a biased EPPP produces inequities in who becomes a psychologist, it is likely that these inequities are also reflected in access to care. Specifically, by creating barriers to entry into our profession for linguistically and culturally diverse test-takers, we also create barriers to care for the linguistically and culturally diverse people whom these test-takers might be best suited to serve.

We support Div. 29‘s recommendations regarding the future of the EPPP, and any other recommendations that are rigorously interrogated to avoid the current injustices described above (e.g., Callahan, et al., 2021). We hope that instead of perpetuating inequities, a licensing exam for psychologists might instead set the psychometric standard for eliminating bias in test construction.

References

Bowman, N., & Ameen, E. (2018, June). Exploring differences in pass rates on the Examination for Professional Practice in Psychology. Communique. Retrieved from https://www.apa.org/pi/oema/resources/communique/2018/06/pass-rates

Callahan, J. L., Bell, D. J., Davila, J., Johnson, S. L., Strauman, T. J., & Yee, C. M. (2021). Inviting ASPPB to address systemic bias and racism: Reply to Turner, Hunsley, and Rodolfa. American Psychologist. https://doi.org/10.1037/amp0000801

Macura, Z., & Ameen, E. J. (2020). Factors associated with passing the EPPP on first attempt: Findings from a mixed methods survey of recent test takers. Training and Education in Professional Psychology. Advance online publication. https://doi.org/10.1037/tep0000316

Sharpless, B. A. (2019). Are demographic variables associated with performance on the Examination for Professional Practice in Psychology (EPPP)?. The Journal of Psychology, 153(2), 161-172. https://doi.org/10.1080/00223980.2018.1504739

Sharpless, B. A. (2019b). Pass rates on the Examination for Professional Practice in Psychology (EPPP) according to demographic variables: A partial replication. Training and Education in Professional Psychology. Advance online publication. https://doi.org/10.1037/tep0000301

Sharpless, B. A., & Barber, J. P. (2013). Predictors of program performance on the Examination for Professional Practice in Psychology (EPPP). Professional Psychology: Research and Practice, 44(4), 208–217. https://doi.apa.org/doi/10.1037/a0031689

Over the past week, our nation, along with the rest of the world, has watched with horror the shocking, heinous killing of an unarmed Black man unfolding in front of our eyes on the video that captured it all. Before the devastating loss of George Floyd, there was that of another Black American, Ahmaud Arbery, who was fatally shot while jogging in February in what has been compared to present-day lynching, now being investigated as a hate crime. And then there was Breonna Taylor, a 26-year-old emergency medical worker who was shot and killed on March 13 after the police raided her home while serving a no-knock warrant. There are countless other people whose lives were tragically taken. And how many more were never captured on phone or camera? How many loved ones have been left behind to suffer unspeakable grief and loss? How many Black communities have been left traumatized and heartbroken in the wake of these tragedies and crimes?

Racism and white privilege have a well-established, all-too-familiar place in our nations history. That history spans over 400 years during which people of color have been subjected to physical, psychological, and sexual violence and various forms of segregation, prejudice, and discrimination. Racism is both overt and covert (Castle, Wendel, Kerr, Broms, & Rollins, 2019), which is to say both visible and microaggressive, which only serves to promote its ubiquity and pervasiveness. Although individual racism might at times be more discernable to some, institutional racism has been shown to thrive within well-known and well-respected norms and practices of our social and political institutions, and is frequently more shielded and protected against widespread condemnation than individual racism (Ture & Hamilton, 1968).

Both overt and covert forms of racism permeate the acts of police brutality that took the life of George Floyd and many others. Police violence against members of racial and ethnic marginalized groups can range from witnessing police violence against another person, to being a target of various racial microaggressions, to threat of violence, actual physical violence, and frequently, murder (Helms, Nicolas, & Green, 2010). Police brutality and other forms of racism have extremely deleterious effects on physical and mental health of individuals and whole communities. Racism has been recognized as a social determinant of health, and disparities that negatively affect our communities of color have been reported as contributing causes to many illnesses and diseases, both mental and physical. A disproportionate burden of illness among racial and ethnic marginalized groups that have been affected by COVID-19 is a recent example of just how deadly racial inequities can be (Anyane-Yeboa, Sato, & Sakuraba, 2020; Baptiste et al., 2020).

As we pause at this painful juncture in time, we are reminded of Judith Hermans (1997) seminal work on trauma and recovery, in which she posits it is far more comfortable to align ourselves with the perpetrator of trauma, because the only thing perpetrators ask for is silence. Silence means complicity by passive non-doing, but to support victims requires us to speak up and uphold their voices, to validate, and to take action that would bring forth safety and recovery. At this moment in which our world is reeling from the heartbreaking losses of our fellow Black Americans, may we find courage to bear unflinching witness to the pain of racial violence and trauma that has so deeply affected countless individuals, families, and communities. Equally importantly, may these tragedies also lead to an unwavering commitment for all of us to work together toward a better world.

We, the Board of Trustees and leaders of an institution of helpers, hope to reaffirm as your state association that we are committed to speak out for social justice and against inequity. We are committed to action and accountability as demonstrated through our ongoing endeavors to deepen our understanding of diversity, as well as encourage community discussions focused on race and inequity. It is our hope and intention that with the collective resources we have as psychologists and input from our community, we can make measurable progress towards building awareness and united action around issues of race and social justice. In the words of the Black activist and author Adrienne Maree Brown, Things are not getting worse, they are getting uncovered. We must hold each other tight and continue to pull back the veil.

As many are now aware, the current presidential administration issued an Executive Order on September 22, 2020 curtailing diversity training in federal agencies under the false pretense of combating race and sex stereotyping. APA quickly released a statement describing how this problematic order attempts to deny clearly evident systemic inequities in our society, and state groups such as the Connecticut Psychological Association (CPA) have shared similar statements.

WSPA stands in solidarity with our colleagues at APA and CPA, and with all those who are negatively affected by this order. We highlight some of the many reasons the order is problematic:

• It denies the realities of historically marginalized people in our country, and also denies people the opportunity to learn about this history, which is typically already excluded and/or falsified by our institutions and educational systems.
• It disregards the role science-based education may play in remedying systemic inequity (for further detail on this point, please see APA‘s attached Summary of Psychological Research and Science of Diversity Training).
• It impedes the development of inclusive, safe work environments that encourage employees to understand each others‘ lived realities, learn from each other, cultivate open communication, and reduce the negative impact of implicit bias.
• It encourages a culture of apathy or even divisiveness that hinders the work environment and therefore employees in that environment. 
• It may negatively affect the work federal agencies do (e.g., federal programs serving a community should understand the needs and history of that community).

WSPA is committed to diversity, equity, and inclusion in our profession, state, and country, and works to provide support, encouragement, and active collaboration with all psychologists similarly committed to addressing systemic inequities. WSPA initiatives related to these issues include our diversity and equity educational resources, our Good Trouble Committee, and our resources on bias, stigma reduction, and health inequities related to the COVID-19 pandemic. 

For further reading on workplace diversity and training, please see the following resources:

Sharma, A. (2016). Managing diversity and equality in the workplace. Cogent Business & Management, 3(1), 1212682.

Hughes, C. (2018). Conclusion: Diversity intelligence as a core of diversity training and leadership development. Advances in Developing Human Resources, 20(3), 370-378.

Madera, J. M. (2018). What‘s in it for me? Perspective taking as an intervention for improving attitudes toward diversity management. Cornell Hospitality Quarterly, 59(2), 100-111.

Madera, J. M., Kapoor, C. E., Waight, J., & Madera, J. M. (2011). Diversity training: Examining minority employees' organizational attitudes. Worldwide Hospitality and Tourism Themes.

Madera, J. M., Neal, J. A., & Dawson, M. (2011). A strategy for diversity training: Focusing on empathy in the workplace. Journal of Hospitality & Tourism Research, 35(4), 469-487.

WSPA supports APA's statement on the Science Behind Why Women May Not Report Sexual Assault and the statement on Survivor Silence by Ohio Psychological Association.

http://www.apa.org/news/press/releases/2018/09/report-sexual-assault.aspx

Survivor Silence - Ohio Psychological Association, 9-26-18

Because of the recent sexual abuse claims made by Dr. Christine Blasey Ford against former White House secretary Brett Kavanaugh, many people have been left wondering why Dr. Ford is coming forward about an incident that she claims happened three decades earlier. Many people are questioning whether or not the claims are even true. Notwithstanding a delay in reporting, research shows that young women infrequently report experiences of sexual victimization to the police, or other authorities. Survivors of sexual violence are more likely to discuss their experience with an acquaintance. Even still, the fear of negative social reactions is prominent in their decision of whether or not to do so. Negative social reactions that result in feelings of hurt, shame, or rejection may lead the survivor to believe that they were responsible for the assault. Anticipated negative social reactions may impact the likelihood that they will disclose the experience to others in the future. The turmoil over whether or not to come forward may seem conflicting or confusing to some but research supports that it is more common than we think.

Sexual assault is a major public health problem that occurs across the life span, in a variety of social contexts, with incidents ranging in severity. In the U.S. about 1 in 3 women, and 1 in 6 men experience some form of sexual violence in their lifetime. 41% of female victims who reported history of completed rape, report that the first incident occurred before the age of 18 years old.Commonly reported outcomes following a sexual assault include feeling fearful (62% women, 18% men), concern for their safety (57% women, 17% men), and symptoms consistent with post-traumatic stress disorder (52% women, 17% men).

Frequently, sexual assault survivors experience stigma around the assault. Stigmas associated with sexual assault include victim blaming from those close to them, including friends, partners, social service providers and society as a whole. Stigma is a dynamic social process that may lead to rejection of sexual assault survivors. The effect of stigma and rejection can then be self-blame: survivors may accept and internalize blame for the abuse and/or assault. Self-blame is a major reason many do not come forward right away or ever. Shame may account for survivors feeling unworthy and defective. Many of these concerns lead to avoidant coping or the pure silence of the sexual assault survivors experiences.

Negative social reactions, self-blame, and shame are linked to poor outcomes such as PTSD, depression, psychological and physical distress, affect dysregulation, and maladaptive coping. If our social response to sexual assault were more supportive and helpful, it is likely that these poor outcomes could be avoided. Awareness regarding sexual abuse survivor silence can help both the public and service providers to be more empathetic to sexual assault survivors, thus reducing stigma and negative responses. Increased awareness should lead to intentional efforts to help survivors feel supported and empowered.

For more information and resources on sexual assault, see the following websites:

National Sexual Violence Hotline: https://www.rainn.org/
Sexual Assault Prevention: https://www.endsexualviolence.org/

References:

Black, M. C., Basile, K. C., Breiding, M. J., Smith, S .G., Walters, M. L., Merrick, M. T. Stevens, M. R. (2011). The National Intimate Partner and Sexual Violence Survey: 2010 summary report. Retrieved from the Centers for Disease Control and Prevention, National Center for Injury Prevention and Control: http://www.cdc.gov/ViolencePrevention/pdf/NISVS_Report2010-a.pdf

Gidycz, C., & Orchowskil, L. (2015). Psychological consequences associated with positive and negative responses to disclosure of sexual assault among college women: A prospective study. Violence against Women. 21, 7, pp. 803-823.

Kennedy, A., & Prock, K. (2016). ''I still feel like I am not normal'': A review of the role of stigma and stigmatization among female survivors of child sexual abuse, sexual assault, and intimate partner violence. Trauma Violence & Abuse. DOI: 10.1177/1524838016673601.

It is the policy of both Washington State Psychological Association (WSPA) and American Psychological Association (APA) that ...same-sex sexual and romantic attractions, feelings, and behaviors are normal and positive variations of human sexuality."

In 2009, APA published the findings of its Task Force on Appropriate Therapeutic Responses to Sexual Orientation. The Task Force not only found no scientific basis for positive results of Sexual Orientation Conversion Efforts (SOCE) but also declared SOCE likely poses significant potential dangers for mental health, particularly for vulnerable youth.

WSPA fully supports these findings and since 2013 we have actively supported efforts to change Washington State law to make the practice of conversion therapy an act of unprofessional conduct in the State's Uniform Disciplinary Act (RCW 18.130).

Letters of our advocacy can be found below:

2013
Letter of support for funding a working group to study the effects of SOCE in Washington State.

2014
Letter of support introducing legislation to restrict the practice of SOCE.

2015
Letter of support to Washington Conversion Therapy Ban (HB 2451).
Memo to House Health Care & Wellness Committee.

2016
Letter of support to City of Seattle's Conversion Therapy Ban. 

Please visit this link if you would like to see videos of WSPA members testifying against conversion therapy.

Washington State Psychological Association joined with American Psychological Association in supporting the March for Our Lives Event held Saturday, March 24, 2018 to prevent further gun violence. WSPA members marched with others throughout the state and country in supporting our young people who are asking us to do more to protect them from further violence by firearms.

As psychologists, with our unique skills, training, and knowledge, we can support our communities by actively participating in resolving this public health crisis. Our members are involved in many aspects of this complicated issue including research, education, assessment, prevention, and treatment of victims of gun violence. We have an important contribution to make so that we can all better protect our children.

The following links for information on APAs support of March for Our Lives and APAs policies on advocacy for gun-violence prevention:

www.apa.org/advocacy/gun-violence/march.aspx
www.apa.org/advocacy/gun-violence/index.aspx

As a parent, you may be struggling with how to talk with your children about a shooting rampage. It is important to remember that children look to their parents to make them feel safe. This is true no matter what age your children are, be they toddlers, adolescents or even young adults.

Consider the following tips for helping your children manage their distress.

Talk with your child. Talking to your children about their worries and concerns is the first step to help them feel safe and begin to cope with the events occurring around them. What you talk about and how you say it does depend on their age, but all children need to be able to know you are there listening to them.

• Find times when they are most likely to talk: such as when riding in the car, before dinner or at bedtime.
• Start the conversation. Let them know you are interested in them and how they are coping with the information they are getting.
• Listen to their thoughts and point of view. Don't interrupt allow them to express their ideas and understanding before you respond.
• Express your own opinions and ideas without putting down theirs. Acknowledge that it is okay to disagree.
• Remind them you are there for them to provide safety, comfort and support. Give them a hug.

Keep home a safe place. Children, regardless of age, often find home to be a safe haven when the world around them becomes overwhelming. During times of crisis, it is important to remember that your children may come home seeking the safe feeling they have being there. Help make it a place where your children find the solitude or comfort they need. Plan a night where everyone participates in a favorite family activity.

Watch for signs of stress, fear or anxiety. After a traumatic event, it is typical for children (and adults) to experience a wide range of emotions, including fearfulness, shock, anger, grief and anxiety. Your children's behaviors may change because of their response to the event. They may experience trouble sleeping, difficulty with concentrating on school work or changes in appetite. This is normal for everyone and should begin to disappear in a few months. Encourage your children to put their feelings into words by talking about them or journaling. Some children may find it helpful to express their feelings through art.

Take "news breaks." Your children may want to keep informed by gathering information about the event from the Internet, television or newspapers. It is important to limit the amount of time spent watching the news because constant exposure may actually heighten their anxiety and fears. Also, scheduling some breaks for yourself is important; allow yourself time to engage in activities you enjoy.

Take care of yourself. Take care of yourself so you can take care of your children. Be a model for your children on how to manage traumatic events. Keep regular schedules for activities such as family meals and exercise to help restore a sense of security and normalcy.

These tips and strategies can help you guide your children through the current crisis. If you are feeling stuck or overwhelmed, you may want to consider talking to someone who could help. A licensed mental health professional such as a psychologist can assist you in developing an appropriate strategy for moving forward. It is important to get professional help if you feel like you are unable to function or perform basic activities of daily living.

Thanks to psychologists Ronald S. Palomares, Ph.D., and Lynn F. Bufka, Ph.D. who assisted us with this article.

Link to the original article on APA's website.

More links concerning gun violence:

Coping with Mass Shootings
Talking to Kids When They Need Help
7 Ways to Talk to Children and Youth about the Shootings in Orlando
Helping Children Manage Distress in the Aftermath of a Shooting
How Much News Coverage is OK for Children?
Gun Violence Prevention
APA Initiatives to Prevent Gun Violence