The demographic characteristics of health service psychology (HSP) trainees have shifted considerably in recent decades. In what was previously a field comprised predominantly of White men, HSP trainees today represent a much broader range of backgrounds. Nonetheless, the leadership within HSP training (e.g., faculty) remains relatively homogenous, and the training approaches (e.g., mentorship styles, expectations for students) may have failed to evolve to meet the needs of this more diverse pool of trainees. Therefore, there is reason to believe that the training needs of students who represent an array of diverse backgrounds, identities, and life experiences may not be met by existing conceptualizations of and approaches to training. In this article, we discuss several training issues that are specific to a range of trainees, including women, trainees who are parents, sexual/gender minoritized trainees, trainees with disabilities, and trainees from diverse racial and ethnic backgrounds. We draw from social-ecological and feminist mentoring theories to provide recommendations, consistent with APA's (2018) Standards of Accreditation for HSP Doctoral Programs in order to offer recommendations for optimizing the training experiences of HSP trainees across multiple levels of analysis.

中文翻译：

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支持学生进行健康服务心理学培训：满足学员多样化需求的理论驱动方法。

近几十年来，卫生服务心理学 (HSP) 学员的人口统计特征发生了很大变化。在以前主要由白人组成的领域中，今天的 HSP 学员代表了更广泛的背景。尽管如此，HSP 培训中的领导层（例如，教师）仍然相对同质，培训方法（例如，指导风格、对学生的期望）可能未能发展到满足这个更多样化的受训者的需求。因此，有理由相信，现有的培训概念和方法可能无法满足代表一系列不同背景、身份和生活经历的学生的培训需求。在本文中，我们讨论了针对一系列学员（包括女性）的几个培训问题，身为父母的学员、性/性别少数化学员、残疾学员以及来自不同种族和民族背景的学员。我们从社会生态学和女权主义指导理论中汲取建议，提供符合 APA (2018) HSP 博士课程认证标准的建议，以便为优化 HSP 学员跨多个分析级别的培训体验提供建议。