Abstract
This study focuses on the process by which white family therapy scholar activists learn over time to acknowledge and become accountable for their social privilege. Comparing two case studies, the authors analyze the complexities of micro- and macro- systems relative to interconnected social positions of race, class, gender, age, professional role, and sexual orientation. Implications for family therapy education, supervision, and practice are addressed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have