Abstract
Over the past 7 decades, there have been persistent but marginalized voices within our field calling for clinicians to be trained and competent in culturally responsive approaches to treatment and supervision. The voices are myriad. Yet these voices have consistently been diminished. Despite scholarly work to support the call for practitioners to incorporate training and practices that recognize race, ethnic heritage, racism, socio‐economic status, power, and privilege as key elements that contribute to the unique challenges and strengths of the patients we serve, the predominant assessments, interventions, and supervisory curricula remain devoid of such inclusion.
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