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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
