Literature suggests that there is a need to develop culturally attuned interventions that reduce the stigma around mental health treatment in communities of color. At the same time, there is a need to dramatically increase the number of mental health providers. However, recruiting youth of color who might choose to pursue a career in mental health requires an intervention that increases the social-cognitive learning experiences which contribute to self-efficacy and outcome expectations for a career as a mental health clinician.  ACCESS’s philosophy is anchored by Social Cognitive Career Theory (SCCT), which proposes career interests are a joint function of self-efficacy beliefs and outcome expectations (Lent, Brown, & Hackett, 2002). In other words, youth will express interest in certain careers and academic fields if they believe they can perform well, and if they think pursuing that career will lead to desired outcomes.

 

Racial and ethnic minority groups and persons from low socioeconomic backgrounds often elect not to pursue mental health career paths due to lack of exposure to opportunities and experiences that would lead them to feel they belong, can meet their goals, and be good at the work.  ACCESS’s curriculum and exposure opportunities aim to change this narrative!