Social Justice and Systemic Family Therapy Training (AFTA SpringerBriefs in Family Therapy)

Series Foreword
AFTA Springer Briefs in Family Therapy
	Vision
	Mission
Acknowledgements and Thanks
Contents
Contributors
About the Editors
Welcoming “Not Yet”: Personal, Professional, and Political Changes in the Classroom
	1 Introduction
	2 My Identities: Lindsey
	3 Background of Experiences
	4 Lessons Learned
		4.1 “Not Yet”
		4.2 Perfectionism as a Symptom of White Supremacy
	5 Nicki
	6 Gaby
	7 Conclusion
	References
“We’ve Got This”: Unburdening the Pressure of Identity Through Co-teaching
	1 Background Considerations
	2 Overview of Our Approach
	3 Our Experience: Activism Through Relationship
		3.1 Early Connection: Who We Are, Our Intersections of Identity, and How We Found Friendship with One Another
		3.2 Trust Building
		3.3 Acceptance of Internal Struggles
	4 How Our Experience Informed Co-teaching
	5 Research-Based Reflections and Encouragements for Colleagues
		5.1 Consider Co-Teaching with Mixed-Identity Colleagues (Colleague-of-Color with White Colleague, Different Gender Identities, Sexual Orientations, Religious/Spiritual Background, etc.)
		5.2 Have Meta-Conversations About the Co-teaching Relationship
		5.3 Allow What Matters to Your Colleague to Matter to You
	References
Beyond the Black, Brown, and White: Locating Self in Third Spaces in Social Justice Education
	1 Socioculturally Locating Asian-Americans in the U.S. Racial Discourse
	2 Finding Third Space
	3 Learning to Teach from Third Space
	4 Application to Teaching and Practice
	References
Relational Social Justice: Looking in the Mirror with Others Bearing Witness
	1 Acknowledgement of Our Self, Family, and Social Location
	2 The Foundation of Our Work: Social Justice as a Process of “Looking in the Mirror” at Oneself and Others
	3 Use of “Self” in the Process of Teaching for Social Justice
	4 Creating a Context for Learning and Relational Engagement
	5 Calling Others “Out” to Bring Them “In” for Critical Learning
	6 Use of Self to Assist Others to Look More Deeply
	7 Common Principles of Teaching Social Justice
	8 Making Overarching Commitments and Points of Accountability
	9 Social Justice: Serving Community Needs Personally, Politically, and Professionally
	References
On Being Influenced: How an Alumni of Color Scholarship Program Invites Diverse Voices into Program Leadership
	1 Context and Identities
	2 Launching an Alumni of Color Scholarship Program
	3 Early Lessons and Awareness of Privilege
		3.1 Prioritizing Supervisor Choice and Relationships
		3.2 Centering Experiences of Racism
		3.3 Directly Addressing Racism and Sexism at All Levels
		3.4 Empowering Supervisor Growth Through Mentorship
	4 Repairing Relational Ruptures
		4.1 Repair Number One
		4.2 Repair Number Two
		4.3 Reflections on Relational Repair
	5 Beyond Anti-racist Policy to Follow Through
		5.1 Holding Students Accountable
		5.2 High Standards Benefit All
	6 Recommendations and Takeaways for Programmatic Change
		6.1 Assessment and Feedback
		6.2 Listening to Diverse Voices by Challenging Dominant Perspectives
		6.3 Becoming Influenceable Leaders Through Awareness of Impact
		6.4 Policy in Action: Addressing Racism and Deconstructing Privilege
		6.5 Empowering Marginalized Community Members
		6.6 Creating a Culture Care, an Ethics of Care, a Politics of Care
		6.7 Diverse Voices Throughout Curriculum
	References
Addressing Issues of Race on Campus in a Couple and Family Therapy Graduate Program
	1 Introduction
	2 Redefining Our Program’s Mission
	3 Faculty Development Efforts
		3.1 Recruitment and Retention of BIPOC Faculty Members
		3.2 Standardizing Classroom Expectations
		3.3 Faculty Evaluations
		3.4 Communication with Students
	4 Student Support
		4.1 Recruitment and Retention of BIPOC Students
	5 Curriculum and Program Requirements
		5.1 Curriculum Review
			Anti-racism Objectives
		5.2 Teaching Anti-oppressive and Multicultural Curricula
		5.3 Supervision and Internship
		5.4 Course Resources
		5.5 Student Engagement in Justice Activities
	6 Change at the Institutional Level
	7 Conclusion
	References
Using Non-clinical Readings to Promote Cultural Attunement
	1 Examples of Non-clinical Texts That Promote Cultural Attunement
	2 Using Justice-Oriented Texts in Clinical Education
	3 What Have Been the Outcomes of Bibliotherapy?
	4 Future Directions
	References
Decolonizing Higher Education Through Incorporating Antiracist Pedagogy in Doctoral Students’ Academics, Mentorship, and Training
	1 Multiculturally Focused Training Programs
	2 Diverse Family Therapy Programs: Our Antiracist Vision
	3 Representation Does Matter: Commitment to a Diverse Faculty and Student Body
	4 Diverse Faculty and Students: Leaning into and Utilizing Our Intersecting Identities
		4.1 Diverse Applicants: Equitable Admissions Processes
		4.2 Diverse Classroom Experiences
		4.3 Blocking the Demand for Emotional Labor
		4.4 Making Space and Challenging Invisible Privilege
		4.5 Mentorship as an Intentional Diversity-Centered Process
		4.6 Challenges Implementing Antiracist Pedagogy
		4.7 Asymmetry Between Course Intent and Outcome
		4.8 Acknowledging Faculty-Related Challenges and Biases
		4.9 Acknowledging Student-Related Challenges and Biases
		4.10 Challenging Student–Faculty Interactions and Relationships
	5 Concluding Recommendations: Antiracist Action Items
	References
Person of the Therapist: An Ethical Training Model
	1 Person of the Therapist: Main Components
	2 Person of the Therapist: An Ethical Imperative
	3 Who We Are
		3.1 Who Is Professor Zain Shamoon?
		3.2 Who Is Professor Anthony Pennant?
	4 Our Professional Convictions
	5 When POTT Hits Home
		5.1 Family Therapy and Sociocultural Attunement
		5.2 Keeping Good Company
		5.3 The Call for Community Work: Third-Order Change
	6 Touchpoints of Self: Sensory Self-Knowledge
	7 Resisting the Status Quo Script
	8 Reclaiming the Field
	9 Here and Now Theorists
	10 Conclusion: Moving from Systemic Thinking to Systemic Training (Isomorphism)
	References
Index