Exploring the Racial Experience of Therapists in Training: A Critical Race Theory Perspective

McDowell, Teresa

doi:10.1080/01926180490454791

Cited by 48 publications

(54 citation statements)

References 9 publications

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“…Over the past two decades, family therapy training programs have increasingly attended to student diversity (McDowell, Fang, Brownlee, Gomez Young, & Khanna, 2002; McDowell, Storm, & York, 2007), often highlighting gender (Brody, 1990), sexual orientation (Green, 2004), nation of origin (McDowell et al., 2006), and race (McDowell, 2004). There remains, however, only cursory inclusion of social class in family therapy, psychology, or counselor education programs (Ballinger & Wright, 2007; Langhout, Rosselli, & Feinstein, 2007; Smith, Foley, & Chaney, 2008).…”

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confidence: 99%

Social Class in Family Therapy Education: Experiences of Low SES Students

McDowell

Brown

Cullen

et al. 2012

J Marital Family Therapy

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In this article, we report the results of a national survey of students in COAMFTE-accredited family therapy programs who self-identify as coming from lower- or working-class backgrounds. Results of the study reveal opportunity and tension relative to family, friends, and community because of social mobility associated with graduate education. Participants describe family therapy education as middle-class centered, pointing to lack of attention to social class, marginalization, classism, and unacknowledged class barriers as salient experiences in their graduate programs. Finally, participants share a number of suggestions for program improvement.

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confidence: 99%

Social Class in Family Therapy Education: Experiences of Low SES Students

McDowell

Brown

Cullen

et al. 2012

J Marital Family Therapy

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“…The interviews used a semistructured protocol to allow for an in-depth exploration of participants' experiences of two master's-level counseling diversity courses (Seidman, 1998). Interview questions were developed through an extensive review of the literature regarding the experiences of students of color in counselor training programs in the United States (Coleman, 2006;Curtis-Boles & Bourg 2010;Dickson et al, 2010;Haskins et al, 2013;Henfield et al, 2011;Jackson, 1999;McDowell, 2004;Sammons & Speight, 2008;Seward, 2014;Seward & Guiffrida, 2012). Questions were open-ended and explored the participants' experiences of (a) a general multicultural course, (b) an advanced race-based diversity course, and (c) perceptions of their instructors' differing racial identities and how these perceptions affected their learning experience.…”

Section: Data Collectionmentioning

confidence: 99%

The Experiences of Students of Color at a Predominantly White Institution: Implications for Counselor Training

Pulliam

Paone

Malott

et al. 2019

J Multicult Couns & Deve

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This qualitative study examined the experiences of 11 students of color who participated in 2 multicultural counseling courses in a master's-level counseling program at a predominantly White institution. Findings illustrate students' learning experiences based on instructors' racial and ethnic identities, including a pivotal transition from distrust to trust toward the White instructor. Implications for teaching race-based topics with students of color are presented.Este estudio cualitativo examinó las experiencias de 11 estudiantes de color que participaron en dos cursos de consejería multicultural en un programa de consejería de nivel máster en una institución predominantemente blanca. Los hallazgos ilustran las experiencias de aprendizaje de los alumnos basadas en las identidades raciales y étnicas de los docentes, incluyendo una transición fundamental desde la desconfianza hasta la confianza hacia el docente blanco. Se presentan las implicaciones para la enseñanza de temas basados en la raza con alumnos de color.

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“…On the macrosystemic level (Bronfenbrenner, 1986), therapists are often encouraged to address injustice through collective documents (Combs & Freedman, 2012;Denborough et al, 2006), community and educational events, and advocacy with policy and lawmakers (Beitin & Allen, 2005). Within meso-and microsystems, therapists are also urged to hold themselves and others accountable (Almeida & Durkin, 1999;Hernández, 2008;Tamasese & Waldegrave, 1994); to assist clients with navigating systems (Garcia & McDowell, 2010); to strategize resistance (McDowell, 2004); to explore macrosystemic influences on family dynamics (Halevy, 1998;Hardy & Laszloffy, 1995;Kosutic et al, 2009); and to engage in critical and liberatory dialogue (Beitin & Allen, 2005;McDowell et al, 2005).…”

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confidence: 98%

Peace on Earth/War at Home: The Role of Emotion Regulation in Social Justice Work

García¹,

Košutić²,

McDowell³

2015

Journal of Feminist Family Therapy

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The present article discusses the role of emotions in translating critical awareness of social inequities into action. Our work is premised on the assumption that emotions play a key role in social justice work by not only fueling capacity for resistance but also hindering ability to resist injustice effectively or even prompting unwitting contribution to oppression. Drawing from the clinical psychology literature, we introduce the concepts of psychological flexibility, emotion regulation, and mindfulness to the discourse on social justice in therapy and counseling. We argue that emotion regulation enhances our capacity for social justice work. We entertain the following questions: Is social justice work influenced by emotions? Do emotions hinder or fuel our work to dismantle systems of injustice?

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Exploring the Racial Experience of Therapists in Training: A Critical Race Theory Perspective

Cited by 48 publications

References 9 publications

Social Class in Family Therapy Education: Experiences of Low SES Students

Social Class in Family Therapy Education: Experiences of Low SES Students

The Experiences of Students of Color at a Predominantly White Institution: Implications for Counselor Training

Peace on Earth/War at Home: The Role of Emotion Regulation in Social Justice Work

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