Although the marriage and family therapy field's recent attention to multicultural issues is laudable, there appears to be little clarity on what constitutes an effective multicultural training program and the impact of the effects of such training on trainee multicultural competence. The field continues to be challenged at different levels-training, practice, research, the setting of the standards and the work of the Commission on Accreditation for Marriage and Family Therapy Education, and the goals and strategic plan of the American Association for Marriage and Family Therapy Board. This study focused on assessing the extent of multicultural integration at different levels of training and the relationship between such training and students' perception of their own multicultural competence.
The field of family therapy is becoming increasingly internationalized resulting in more opportunities for cross-cultural learning. While this is an exciting time, it is important to look at the ways we share knowledge across cultures, especially when there are power and resource differences between collaborators. We share our experience of collaborating across cultures in the development and delivery of a seven-day family therapy workshop in rural Uganda. We explore our process in preparing for this collaboration and offer a potential framework for transferring professional knowledge across cultures.There are growing opportunities for cross-cultural learning as the field of family therapy becomes increasingly internationalized (Fang, McDowell & Holland, 2006). Students from the United States (US) are engaging in international coursework to a greater extent and students from all over the world are studying family therapy
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.
Despite some political, economic, and social gains, an overwhelming number of Black men in the United States face daily threats to their physical and psychological well-being. Although there have been calls for increased training in cultural competence in the fields of mental health, education, and medicine, the steadily increasing rates of racial disparities in these fields indicate that there remains a need to develop effective strategies to engage, treat, and foster resilience in marginalized communities. The authors offer Sites of Resilience (SOR) (Brown, 2004;Payne, 2001Payne, , 2005Payne, , 2006 as the theoretical lens for better understanding resilience and the Cultural Context Model (CCM) (Almeida, 1998(Almeida, , 2003Almeida, Dolan-Del Vecchio, & Parker, 2008) as a clinical model for engaging and treating street life oriented Black men in need of mental health services. A clinical case study of "Kode" illustrates how SOR theory and the CCM can be applied to create a therapeutic milieu that promotes healing and liberation. These approaches may increase client engagement, retention, as well as bolster street life oriented Black men's ability to better negotiate their environments.Black men in low income and economically impoverished urban communities are facing a mental health crisis as a result of the synergistic effects of racism,
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