Exploring the experiences of clinicians trained in Kniffley Racial Trauma Therapy (KRTT), this study aimed to: (a) Understand clinicians' perceptions of competence with addressing race-based stress; and (b) Explore clinicians' perceptions of growth, skill development, and translation to practice, given their particular racial identity. A purposive sample (i.e., 15 clinicians) trained in KRTT participated in 1-hour-long virtual focus groups to discuss their training experience and potential influence on practice. Participants identified as White (60%), Black (26%), Hispanic (7%), and Asian (7%). Also, participants identified as female (86%), male (7%), and nonbinary (7%). Participants had an average of 6.5 years at their agency and 11 years working in their field overall. Focus groups were separated by participant race, were audio recorded, transcribed verbatim, and analyzed by two research team members using qualitative analytic software. Most commonly reported themes were included as main findings. Focus group data were organized into four categories with several themes within each category. Categories 1-3 include: Clinical Confidence with Race-Based Stress, Training Impact, and Posttraining Considerations. Within each category, some themes were consistent among both BIPOC (Black, Indigenous, and other people of color) clinicians and White clinicians. Finally, the fourth category, Suggestions for Training Improvement, offers clinicians' recommendations for improving the training, based on data from all clinicians. Findings shed light on the utility of KRTT and the need for further training for White clinicians focused on cultural humility, as well as self-care support for BIPOC clinicians. Clinical Impact Statement Mental health clinicians are not always equipped to address the race-based stress that BIPOC clients experience due to racism. Through evaluation of the Kniffley Racial Trauma Therapy training protocol, clinicians identified ways in which the intervention can enhance their work to better meet the needs of BIPOC clients.

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T he American Psychological Association (APA; 2017) has deemed that the provision of multiculturally competent services is an ethical mandate, and research has shown that client perception of therapist multicultural competence has strong, positive effects on therapeutic processes and moderate effects on therapy outcome (Tao, Owen, Pace, & Imel, 2015). To meet this mandate and assure that diversity competent services are provided, we must consider how we train aspiring professional psychologists. In this chapter, we describe work from our diversity classes offered in the Wright State University School of Professional Psychology clinical psychology doctoral program. Our students take three team-taught diversity classes throughout their trainingtheir first course in their beginning semester and the last in their final semester. This chapter focuses on the first semester beginning training, in which we help our students learn how to have productive dialogues to explore socially constructed identities and the resulting experiences of privilege and oppression and how those experiences impact both the providers and recipients of psychological services and scholarship. In later courses, they learn the skills necessary to apply what they are learning to all aspects of their professional work (described in Malloy, Dobbins, Williams, Allen, & Warfield, 2009).Two prominent models attempt to define competencies that must be attained by future psychologists in their professional training: APA's Competency Benchmarks in Professional Psychology (Fouad et al.