Speaking of privilege: family therapy educators' journeys toward awareness and compassionate action

"I knew it was a problem before, but did I really?": Engaging teachers in data use for equity

In current contexts of education, educators are tasked with using data, most often without any critical preparation to do so. In this way, data are presented as objective measures of student progress and participation in school without consideration of the systemic and structural influences on that progress and participation. This article reports on a proposed framework for preparing educators to engage in critical data-driven decision making as an engine of disrupting classroom and school-based systemic inequity through data use. We argue that if educators are to use data in ways that acknowledge the inequities of schooling and act in ways to trigger change, we must prepare them to engage with data differently. The framework we describe, data use for equity, integrates data and equity literacies in this service. We use case study to report on the outcomes of a professional development project guided by this conceptual framework of data use for equity. Participants engaged in professional development that utilized a School and Classroom Equity Audit as a triggering data event and explicitly attended to the relationship of culture and education. Findings demonstrated that professional development in data use for equity enhanced participants' sense of agency, perceptions of equity and data, and perceived multicultural capacities. Findings also demonstrated that while participants made progress in strengthening their data and equity literacies on almost all indicators through the yearlong professional development, developing data use for equity must be an ongoing effort.

What White Mental Health Professionals Need to Understand About Whiteness: A Delphi Study

This Delphi study surveyed an interdisciplinary panel of diversity expert trainers (N=20) about what white mental health professionals need to understand about whiteness. The panel endorsed 162 items that included what white mental health professionals need to understand about historical and contemporary whiteness within the mental health fields and larger social systems, self of the therapist work for white therapists, as well as challenges to understanding whiteness in clinical training and practice. More specifically, the panel provided guidance on the cognitive and emotional transformations necessary for white mental health professionals to address whiteness, as well as the challenges to those transformations. The researchers provide clinical training implications for marriage and family therapists (MFTs) and other clinicians based on the results.

A Contextual Therapy Framework for MFT Educators: Facilitating Trustworthy Asymmetrical Training Relationships

This article provides a conceptual framework for asymmetrical relationships between family therapy educators and trainees. Our framework is based on contextual family therapy, and we apply the concepts of trust, entitlement, self-validation, and loyalty to training relationships. We highlight the value of educators modeling responsible uses of power in addition to teaching trainees clinical concepts and skills. We propose that training can be a process where trainers earn constructive entitlement through their interactions with trainees, who then give to future clients, supervisees, and trainees to continue the cycle of intergenerational trustworthiness. We also provide examples that illustrate the application of contextual therapy skills such as multidirected partiality, I-Thou relating, acknowledgment, validation, and accountability to family therapy training.

Competencies for addressing gender and power in couple therapy: a socio emotional approach

Power imbalances between partners are intrinsic to relationship distress and intricately connected to emotional experience, couple communication processes, and socio cultural contexts such as gender. The ability to work with the power dynamics between partners is thus critical to the practice of couple therapy. However, few practical guidelines for dealing with this issue are available. The authors present seven clinical competencies regarding gender and power issues that they identified by examining their own work: (a) identify enactments of cultural discourse, (b) attune to underlying socio cultural emotion, (c) name underlying power processes, (d) facilitate relational safety, (e) foster mutual attunement, (f) create a model of equality, and (g) facilitate shared relationship responsibility. Each competency is illustrated through a case example. The competencies represent an over-arching guide to practice that may be integrated with other clinical approaches and is particularly useful for training and supervision.

Up close: family therapy challenges and innovations around the world

Family therapists from 10 different countries (China, India, Israel including Palestinian citizens, Japan, Mexico, Peru, Spain, Turkey, Uganda, and the United Kingdom) describe systemic therapy in their contexts and current innovative work and challenges. They highlight the importance of family therapy continuing to cut across disciplines, the power of systems ideas in widely diverse settings and institutions (such as courts, HIV projects, working with people forced into exile), extensive new mental health initiatives (such as in Turkey and India), as well as the range of family therapy journals available (four alone in Spain). Many family therapy groups are collaborating across organizations (especially in Asia) and the article presents other ideas for connections such as a clearing house to inexpensively translate family therapy articles into other languages.