This chapter provides examples of how professional development and training programs are supporting initiatives to address disproportionality and disparity in service delivery and outcomes. Delineating and articulating cultural competencies, attempting to infuse cultural competence into all training, training on content specific to disproportionality, and evaluating the effectiveness of these
... [Show full abstract] training activities are a few current approaches described in the chapter. Strategic use of professional development and training activities as important components of a comprehensive approach to addressing the systemic problem of disproportionality is emphasized throughout. Conceptual models to promote an individual’s development of cultural competence and support effective application of newly learned skills are described. Practitioners are encouraged to differentiate training from nontraining issues, accurately assess learning and development needs, implement appropriate training and development strategies that support transfer of learning, and evaluate to more effectively address the disproportionality challenge.
