Integrating a Process-Orientation into Multicultural Training for Marriage and Family Therapists: A Systematic Review and Critique

A comparison of classroom‐based and online multicultural training course within a marriage and family therapy training program

“…However, further research examining multicultural training courses is needed to fully support the claim that multicultural training marriage and family therapists receive is effective. This line of research should begin to focus on documenting support for multicultural training courses across a range of outcomes, including content‐ and process‐oriented constructs (Rivera et al, 2021). Furthermore, this line of research would benefit from a focus on both single courses and fully integrated curriculum models of multicultural training.…”

“…Another valuable question worth exploring would be whether both instructional modalities are effective in achieving the outcomes of multicultural training for both content‐oriented and process‐oriented training. Research indicates that content‐ and process‐oriented multicultural training are distinctly different styles, resulting in different implications or differences in focus and objectives of training (Rivera et al, 2021). It would be valuable to explore if one instructional modality is more effective in achieving unique outcomes of content‐ versus process‐oriented multicultural training.…”

“…Researchers have called for an increased focus on topics related to diverse, multicultural, and marginalized communities in the training of marriage and family therapists (Green, 1998;Hardy & Laszloffy, 1992;Katafiasz & Patton, 2021;Killian & Hardy, 1998;McDowell et al, 2002;McDowell & Hernández, 2010;Rivera & Grauf-Grounds, 2020;Rivera et al, 2021;Wilson & Stith, 1993;Woolley, 2010). It is recognized that marriage and family therapists must be prepared for the growing diversity and inequality that exists in the lives of the families they serve.…”

“…It is recognized that marriage and family therapists must be prepared for the growing diversity and inequality that exists in the lives of the families they serve. Because of this need, the field must grow in its ability to provide effective multicultural training (Rivera et al, 2021). A growing body of literature has contributed to this aim by offering educators multicultural course designs (Guanipa, 2003), pedagogical methods (Nixon et al, 2010), training tools and exercises (Hardy & Laszloffy, 1995;Laszloffy & Habekost, 2010;Preli & Bernard, 1993), and treatment guidelines for working with various populations (Bean et al, 2001(Bean et al, , 2002.…”