Literature Identified by the apa division 17 Promotion of Non-Violence stg1



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Conflict Resolution by Gunnar Örn Ingólfsson (Ball State University)

Counseling Psychology Literature (no summary)

Gerstein, L.H., & Moeschberger, S. (2003). Building cultures of peace: An urgent task for counseling professionals. Journal of Counseling & Development, 81, 115-120.


Gerstein, L.H., & Kirkpatrick, D. (2005). Counseling Psychology and Nonviolent Activism: Independence for Tibet! In R.L. Toporek, L.H. Gerstein, N.A. Fouad, G. Roysircar-Sodowsky, & T. Israel (Eds.), Handbook for Social Justice in Counseling Psychology: Leadership, Vision, and Action (pp. 442-471). CA: Sage Publications.
Norsworthy, K.L., & Gerstein, L.H. (2003). Counseling and communities of peace. Guest editors for a special issue of the International Journal for the Advancement of Counseling, 25 (4), 197-324.
Norsworthy, K.L., & Gerstein, L.H. (2003). Counseling and building communities of peace: The interconnections. International Journal for the Advancement of Counseling, 25 (4), 197-203.
Non-Counseling Psychology Literature (no summary)

Benne, C. G., & Garrard, W. M. (2003). Collaborative Program Development and Evaluation: A Case Study in Conflict Resolution Education. Journal Of Prevention & Intervention In The Community, 26(2), 71-87.

This is a story of collaboration between program developers and an evaluator to support the design of the Conflict Resolution in Schools Programs (CRiSP) community initiative. We discuss a variety of evaluation techniques useful in program development to illustrate the benefits of a collaborative approach. The formative stages of the initiative included needs assessment and traditional literature review, followed by the design, implementation, and monitoring of pilot programs. Biased on the questions that emerged in the formative research, we launched a comprehensive meta-analysis of conflict resolution education programs to guide the future efforts of the CRiSP initiative. We describe the stages of CRiSP research to date and present highlights of the results from the first two years of formative work and evaluability assessment. Preliminary results of the meta-analysis that describe the predominant characteristics of thirty conflict management programs in primary and secondary schools are also included.
Erhürman, T. (2010). New Set of Negotiations in the Cyprus Problem: Federation for a Stable Democracy. Ankara Bar Review, 3(1), 35-41.

The article analyzes how leaders of the Greek and Turkish communities, Dimitris Christofias and Mehmet Ali Talat, created a framework for comprehensive negotiations that will solve the disputes between the two communities in Cyprus. It details the type of federation that was reflected on the negotiations and which preferences of the leaders are the most suitable to the realities and facts of the country. The author presented several conditions to be achieved so that the formula of federation will be successful, including the empowerment of constituent states in making community and zone decisions, residual powers and sovereignty rights must be acquired by constituent states and protection against suppression of the constituent state with the weaker economy.


Shankar, J., & Gerstein, L.H. (2007). The Hindu-Muslim conflict: A pilot study of peacebuilding in Gujarat, India. Peace and Conflict: Journal of Peace Psychology, 13, 365-379.
Culturally competent training (MFT literature) by Cameron Kiely Froude (University of Connecticut)

Counseling Psychology Literature

Derald Wing Sue's (1996) model of multicultural counseling competencies, developed in the early 1980s, provided the foundation on which counseling programs built culturally competent curricula. According to Wing Sue's model, multicultural counseling consists of three areas: (1) attitudes and beliefs (awareness of one's own assumptions, values, biases), (2) knowledge (understanding the worldview of culturally diverse clients, and (3) skills (developing appropriate intervention strategies and techniques.  Since the time that Sue created his model counseling, various accreditation bodies called for culturally competent training, including but not limited to the American Psychological Association and the American Counseling Association. Licensing agencies followed suit and now measure cultural competence during the licensure process. Graduate training programs have an obligation to provide culturally conscious training to graduate students.   


The counseling psychology literature is varied in how it analyzes programs' approaches to culturally conscious training. There is a host of theoretical literature discussing the importance of multicultural training and its implications for clinical practice. Some studies discuss particular programs transition to a culturally competent education model, describing the difficulties that occurred in the process. Empirical studies generally discuss the perceptions of a particular minority group (i.e. Asian-American, African Americans, GLBTQ, international students, etc.) in counseling training programs. Overall, the literature lacks studies that use a rigorous methodological design to assess culturally competent curricula in counseling psychology programs.
Allison, K. W., Crawford, I., Echemendia, R., Robinson, L., & Knepp, D. (1994). Human diversity and professional competence: Training in clinical and counseling psychology revisited. American Psychologist, 49(9), 792-796. doi: 10.1037/0003-066x.49.9.792
Asher, R. L. (2008). Has training in human sexuality changed over the past twenty years? A survey of clinical psychology, counseling psychology, and doctor of social work programs. (69), ProQuest Information & Learning, US. Retrieved from http://ezproxy.lib.uconn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2008-99160-050&site=ehost-live&scope=site Available from EBSCOhost psyh database.
Bates, C. M. (1990). The influence of ethics training, ego development, and ethical ideology on counseling psychology graduate students' willingness to address unethical conduct. (51), ProQuest Information & Learning, US. Retrieved from http://ezproxy.lib.uconn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1991-51064-001&site=ehost-live&scope=site Available from EBSCOhost psyh database.
Beck, S. C. (2003). Multicultural counseling competence as a function of multicultural counseling training in doctoral counseling psychology programs. (63), ProQuest Information & Learning, US. Retrieved from http://ezproxy.lib.uconn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2003-95004-219&site=ehost-live&scope=site Available from EBSCOhost psyh database.
Beer, A. M., Spanierman, L. B., Greene, J. C., & Todd, N. R. (2012). Counseling psychology trainees' perceptions of training and commitments to social justice. Journal of Counseling Psychology, 59(1), 120-133. doi: 10.1037/a0026325
Belur, V. K. (2011). A phenomenological investigation into the experience of having an Asian identity during U.S. counseling psychology professional-training. (72), ProQuest Information & Learning, US. Retrieved from http://ezproxy.lib.uconn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2011-99200-199&site=ehost-live&scope=site Available from EBSCOhost psyh database.
Bieschke, K. J. (2009). Counseling psychology model training values statement addressing diversity. The Counseling Psychologist, 37(5), 641-643. doi: 10.1177/0011000009331930
Bieschke, K. J., & Mintz, L. B. (2012). Counseling psychology model training values statement addressing diversity: History, current use, and future directions. Training and Education in Professional Psychology, 6(4), 196-203. doi: 10.1037/a0030810
Ceru, D. J. (1979). The differential effects of psychotherapy practicum training upon the value-orientations of counseling psychology trainees. (39), ProQuest Information & Learning, US. Retrieved from http://ezproxy.lib.uconn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1980-70030-001&site=ehost-live&scope=site Available from EBSCOhost psyh database.
Choi-Pearson, C. (1998). The multicultural climate: Reactions from counseling psychology training directors, faculty, and racial/ethnic minority graduate students. (59), ProQuest Information & Learning, US. Retrieved from http://ezproxy.lib.uconn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1998-95021-063&site=ehost-live&scope=site Available from EBSCOhost psyh database.
Constantine, M. G. (1998). Developing competence in multicultural assessment: Implications for counseling psychology training and practice. The Counseling Psychologist, 26(6), 922-929. doi: 10.1177/0011000098266003
Constantine, M. G., Ladany, N., Inman, A. G., & Ponterotto, J. G. (1996). Students' perceptions of multicultural training in counseling psychology programs. Journal of Multicultural Counseling and Development, 24(4), 241-253. doi: 10.1002/j.2161-1912.1996.tb00306.x
D'Haene, E. M. (1993). A survey of doctoral clinical and counseling psychology students' comfort with AIDS and exposure to AIDS-related issues in training. (53), ProQuest Information & Learning, US. Retrieved from http://ezproxy.lib.uconn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1995-70393-001&site=ehost-live&scope=site Available from EBSCOhost psyh database.
Gettis, A., & Long, L. D. (1976). Development of a systems approach for training in counseling psychology. (36), ProQuest Information & Learning, US. Retrieved from http://ezproxy.lib.uconn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1977-32311-001&site=ehost-live&scope=site Available from EBSCOhost psyh database.
Girdaukas, G. J. (1989). Counseling psychology: Student views of personal growth experiences in training. (50), ProQuest Information & Learning, US. Retrieved from http://ezproxy.lib.uconn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1990-52626-001&site=ehost-live&scope=site Available from EBSCOhost psyh database.
Grove McCrea, L., Bromley, J. L., McNally, C. J., Koetting O'Byrne, K., & Wade, K. A. (2004). Houston 2001: A student perspective on issues of identity, training, social advocacy, and the future of counseling psychology. The Counseling Psychologist, 32(1), 78-88. doi: 10.1177/0011000003260172
Grus, C. L. (2009). Implications of the counseling psychology model training values statement addressing diversity for education and training in professional psychology. The Counseling Psychologist, 37(5), 752-759. doi: 10.1177/0011000009334432
Harding, S. S. (1993). Moral sensitivity of training directors in counseling education, counseling psychology, and clinical psychology training programs. (54), ProQuest Information & Learning, US. Retrieved from http://ezproxy.lib.uconn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1995-71788-001&site=ehost-live&scope=site Available from EBSCOhost psyh database.
Hills, H. I., & Strozier, A. L. (1992). Multicultural training in APA-approved counseling psychology programs: A survey. Professional Psychology: Research and Practice, 23(1), 43-51. doi: 10.1037/0735-7028.23.1.43
Hollingsworth, M. A., & Fassinger, R. E. (2002). The role of faculty mentors in the research training of counseling psychology doctoral students. Journal of Counseling Psychology, 49(3), 324-330. doi: 10.1037/0022-0167.49.3.324
Johnson, M. E., & Rosich, R. M. (1997). Gerontological training in APA accredited clinical and counseling psychology programs. Educational Gerontology, 23(1), 29-35. doi: 10.1080/0360127970230103
Jordan, K., & Stevens, P. (1999). Revising the ethics code of the IAMFC—a training exercise for counseling psychology and counselor education students. The Family Journal, 7(2), 170-175. doi: 10.1177/1066480799072011
Koyama, M. (2010). The collective voices of Asian international doctoral students in counseling psychology in the U.S.: Recommendations for faculty and training programs. (71), ProQuest Information & Learning, US. Retrieved from http://ezproxy.lib.uconn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-99130-283&site=ehost-live&scope=site Available from EBSCOhost psyh database.
Kunkel, M. A., & Meara, N. M. (1987). Selected characteristics of counseling psychology applicants, training programs, and host departments as a function of administrative housing. Journal of Counseling Psychology, 34(3), 333-336. doi: 10.1037/0022-0167.34.3.333
Loewy, M. I., Juntunen, C. L., & Duan, C. (2009). Application of the counseling psychology model training values statement addressing diversity to the admission process. The Counseling Psychologist, 37(5), 705-720. doi: 10.1177/0011000009331942
Mack, M. L. (1994). Understanding spirituality in counseling psychology: Considerations for research, training, and practice. Counseling and Values, 39(1), 15-31. doi: 10.1002/j.2161-007X.1994.tb01004.x
McWhirter, J. J. (1987). Counseling psychology training directors: Responsibilities and benefits. Professional Psychology: Research and Practice, 18(6), 547-548. doi: 10.1037/0735-7028.18.6.547
Mellinger, T. N. (2005). Training practices in the new psychology of men and masculinity: A national survey of counseling psychology doctoral programs. (65), ProQuest Information & Learning, US. Retrieved from http://ezproxy.lib.uconn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-99012-211&site=ehost-live&scope=site Available from EBSCOhost psyh database.
Mellinger, T. N., & Liu, W. M. (2006). Men's issues in doctoral training: A survey of counseling psychology programs. Professional Psychology: Research and Practice, 37(2), 196-204. doi: 10.1037/0735-7028.37.2.196
Mintz, L. B., & Bieschke, K. J. (2009). Counseling psychology model training values statement addressing diversity: Development and introduction to the major contribution. The Counseling Psychologist, 37(5), 634-640. doi: 10.1177/0011000009331923
Mintz, L. B., Jackson, A. P., Neville, H. A., Illfelder-Kaye, J., Winterowd, C. L., & Loewy, M. I. (2009). The need for a counseling psychology model training values statement addressing diversity. The Counseling Psychologist, 37(5), 644-675. doi: 10.1177/0011000009331931
Mobley, M. (1998). Lesbian, gay, and bisexual issues in counseling psychology training: Acceptance in the millennium? The Counseling Psychologist, 26(5), 786-796. doi: 10.1177/0011000098265006
Moradi, B., & Neimeyer, G. J. (2005). Diversity in the Ivory White Tower: A Longitudinal Look at Faculty Race/Ethnicity in Counseling Psychology Academic Training Programs. The Counseling Psychologist, 33(5), 655-675. doi: 10.1177/0011000005277823
Neimeyer, G. J., & Goodyear, R. K. (2005a). Empirical Reflections on Academic Training Programs in Counseling Psychology: Contexts and Commitments. The Counseling Psychologist, 33(5), 605-609. doi: 10.1177/0011000005277816
Neimeyer, G. J., & Goodyear, R. K. (2005b). Partly Cloudy With a Chance of Rain: Academic Training Programs in Counseling Psychology. The Counseling Psychologist, 33(5), 701-708. doi: 10.1177/0011000005278597
Neville, H. A., & Carter, R. T. (2005). Race and Racism in Counseling Psychology Research, Training, and Practice: A Critical Review, Current Trends, and Future Directions. The Counseling Psychologist, 33(4), 413-418. doi: 10.1177/0011000005276733
Nimmanheminda, S. U., Unger, R., Lindemann, A. M., & Holloran, M. C. (2010). Group therapy training at Naropa University's contemplative counseling psychology program. Group, 34(4), 309-318.
Nutt, R. L. (2007). Implications of Globalization for Training in Counseling Psychology: Presidential Address. The Counseling Psychologist, 35(1), 157-171. doi: 10.1177/0011000006294671
Pieterse, A. L., Evans, S. A., Risner-Butner, A., Collins, N. M., & Mason, L. B. (2009). Multicultural competence and social justice training in counseling psychology and counselor education: A review and analysis of a sample of multicultural course syllabi. The Counseling Psychologist, 37(1), 93-115. doi: 10.1177/0011000008319986
Quintana, S. M., & Bernal, M. E. (1995). Ethnic minority training in counseling psychology: Comparisons with clinical psychology and proposed standards. The Counseling Psychologist, 23(1), 102-121. doi: 10.1177/0011000095231010
Ramos, M. V. (2009). Intimate partner violence (IPV) training in APA-accredited clinical and counseling psychology doctoral programs. (69), ProQuest Information & Learning, US. Retrieved from http://ezproxy.lib.uconn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2009-99020-590&site=ehost-live&scope=site Available from EBSCOhost psyh database.
Reinkraut, R., Motulsky, S. L., & Ritchie, J. (2009). Developing a competent practitioner: Use of self in counseling psychology training. Asian Journal of Counselling, 16(1), 7-29.
Rogers, M. R., Hoffman, M. A., & Wade, J. (1998). Notable multicultural training in APA-approved counseling psychology and school psychology programs. Cultural Diversity and Mental Health, 4(3), 212-226. doi: 10.1037/1099-9809.4.3.212
Schulte, D. L., Skinner, T. A., & Claiborn, C. D. (2002). Religious and spiritual issues in counseling psychology training. The Counseling Psychologist, 30(1), 118-134. doi: 10.1177/0011000002301009
Seo, Y. S., Kim, D. M., & Kim, D.-i. (2007). Current Status and Prospects of Korean Counseling Psychology: Research, Clinical Training, and Job Placement. Applied Psychology: An International Review, 56(1), 107-118. doi: 10.1111/j.1464-0597.2007.00279.x
Shapiro, S. B. (1995). Training effects of one academic year on the instructional values of MA students in confluent education and counseling psychology: A follow-up study. Psychological Reports, 77(3, Pt 1), 792-794. doi: 10.2466/pr0.1995.77.3.792
Smitt, M. C., & Heltzel, M. (1997). Women's use of resources in decision-making for early-stage breast cancer: results of a community-based survey. Annals of surgical oncology, 4(7), 564-569.
Stern, L. S. (1998). The experience of women combining multiple roles and graduate training in counseling psychology. (58), ProQuest Information & Learning, US. Retrieved from http://ezproxy.lib.uconn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1998-95012-286&site=ehost-live&scope=site Available from EBSCOhost psyh database.
Stoltenberg, C. D. (2005). Reflections on Reflections: Training in Counseling Psychology. The Counseling Psychologist, 33(5), 683-691. doi: 10.1177/0011000005278145
Sue, D. W., Ivey, I. E., & Pedersen, P. B. (1996). A theory of multicultural counseling. New York: Wiley.
Troyano-Vazquez, N. (2006). Training in religious/spiritual issues in counseling psychology: Doctoral students' satisfaction and perceived extent of training in relation to personal religious commitment and salience of spirituality. (66), ProQuest Information & Learning, US. Retrieved from http://ezproxy.lib.uconn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2006-99004-197&site=ehost-live&scope=site Available from EBSCOhost psyh database.
von Kleist, W. (1993). A survey of doctoral clinical and counseling psychology students' exposure in doctoral training programs to gay and lesbian issues and attitudes toward lesbians and gay men. (53), ProQuest Information & Learning, US. Retrieved from http://ezproxy.lib.uconn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1995-70416-001&site=ehost-live&scope=site Available from EBSCOhost psyh database.
Washington, K. (1998). Dimensions of perceived importance for African Americans' clinical and counseling psychology doctoral training. (58), ProQuest Information & Learning, US. Retrieved from http://ezproxy.lib.uconn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1998-95009-112&site=ehost-live&scope=site Available from EBSCOhost psyh database.
Werth, J. L. (1993). Recommendations for the inclusion of training about persons with HIV disease in counseling psychology graduate programs. The Counseling Psychologist, 21(4), 668-686. doi: 10.1177/0011000093214012
Wilson, L. S., & Ranft, V. A. (1993). The state of ethical training for counseling psychology doctoral students. The Counseling Psychologist, 21(3), 445-456. doi: 10.1177/0011000093213009
Winterowd, C. L., Adams, E. M., Miville, M. L., & Mintz, L. B. (2009). Operationalizing, instilling, and assessing counseling psychology training values related to diversity in academic programs. The Counseling Psychologist, 37(5), 676-704. doi: 10.1177/0011000009331936
Zeiss, A. M. (2000). Reenvisioning internship training in clinical and counseling psychology: Developments in the Department of Veterans Affairs system. Professional Psychology: Research and Practice, 31(3), 310-314. doi: 10.1037/0735-7028.31.3.310
Non-Counseling Psychology Literature (from marriage & family therapy literature)

Culture is accounted for in diverse ways by MFT governing bodies, training institutions, and research. The word “culture” is often used interchangeably with race and ethnicity or as a separate entity in addition to race and ethnicity. A growing trend in the literature is the idea that therapy is culturally bound. All therapy is inherently cultural because therapy relies on language and discourse, products of a socially and culturally constructed society. The individuals who engage in the cultural process of therapy are cultural beings. Therefore, our training approaches for MFTs must reflect the culturally bound process of therapy.


Research on culturally competent MFT training centers on several themes: (1) personal awareness about social standpoint, (2) sensitivity to clients’ social standpoints, and (3) situating clients’ intrapsychic experiences in sociopolitical contexts. In order for students to learn these critical skills for multicultural counseling, training programs must engage students in conversations about their and others social positioning and privilege. Faculty must create an environment where students develop contextual awareness through experiential learning approaches and reflection on personal experiences. Lastly, clinical supervision should include the supervisor working with the student to understand him/herself in relationship to the client and supervisor. A staple of supervision is the exploration of the cultural context in the relationship between therapist and supervisor.
Aducci, C., & Baptist, J. A. (2011). A Collaborative-Affirmative Approach to Supervisory Practice. Journal of Feminist Family Therapy, 23(2), 88-102.
Aguirre, C. (2004). One Latina's path through marriage and family therapy training. Journal of Feminist Family Therapy, 16(1), 1-17.
Almeida, R. V., Vecchio, K. D.-D., & Parker, L. (2007). Transformative family therapy: Pearson/Allyn and Bacon.
American Association for Marriage and Family Therapy. (2004). Marriage and family therapy core competencies Retrieved September 8, 2012, fromhttp://www.aamft.org/imis15/Documents/MFT_Core_Competencie.pdf
Ayo, Y. (2010). Addressing issues of race and culture in supervision. Mirrors and Reflections: Processes of Systemic Supervision, 225-248.
Barber, C. E., & Lyness, K. P. (2001). Gerontology Training in Marriage and Family Therapy Accredited Training Programs: Prevalence of Aging Issues and Later-Life Family Concerns. [Article]. Gerontology & Geriatrics Education, 22(1), 1-12.
Barretti, L. M., & Beitin, B. K. (2010). Creating Internships in Marriage and Family Therapy: A Collaboration Between a Training Program and an Offender Reentry Facility. [Article]. Contemporary Family Therapy: An International Journal, 32(1), 39-51. doi: 10.1007/s10591-009-9109-3
Beitin, B., Duckett, R., & Fackina, P. (2008). Discussions of Diversity in a Classroom: A Phenomenological Study of Students in an MFT Training Program. Contemporary Family Therapy, 30(4), 251-268.
Bernstein, A. C. (2000). STRAIGHT THERAPISTS WORKING WITH LESBIANS AND GAYS IN FAMILY THERAPY. [Article]. Journal of Marital & Family Therapy, 26(4), 443-454.
Bischoff, R. J., Springer, P. R., Reisbig, A. M. J., Lyons, S., & Likcani, A. (2012). Training for Collaboration: Collaborative Practice Skills for Mental Health Professionals. Journal of Marital and Family Therapy, 38(s1), 199-210.
Blasko, K. A., Winek, J. L., & Bieschke, K. J. (2007). Therapists’ prototypical assessment of domestic violence situations. Journal of Marital and Family Therapy, 33(2), 258-269.
Boughner, S. R., Hayes, S. F., Bubenzer, D. L., & West, J. D. (1994). USE OF STANDARDIZED ASSESSMENT INSTRUMENTS BY MARITAL AND FAMILY THERAPISTS: A SURVEY. [Article]. Journal of Marital & Family Therapy, 20(1), 69-75.
Brosi, M. W., & Rolling, E. S. (2007). The Effect of Value Conflicts on Therapists', Work with Abusive Clients: Implications for the Integration of Feminist Tenets. [Article]. Journal of Feminist Family Therapy, 19(2), 63-89.
Brucker, P. S., Faulkner, R. A., Baptist, J., Grames, H., Beckham, L. G., Walsh, S., & Willert, A. (2005). The Internship Training Experiences in Medical Family Therapy of Doctoral-Level Marriage and Family Therapy Students. [Article]. American Journal of Family Therapy, 33(2), 131-146. doi: 10.1080/01926180590915518
Caldwell, K., & Claxton, C. (2010). Teaching Family Systems Theory: A Developmental-Constructivist Perspective. [Article]. Contemporary Family Therapy: An International Journal, 32(1), 3-21. doi: 10.1007/s10591-009-9106-6
Cascardi, M., Langhinrichsen, J., & Vivian, D. (1992). Marital aggression: Impact, injury, and health correlates for husbands and wives. Archives of Internal Medicine, 152(6), 1178.
Ceballos, P. L., Parikh, S., & Post, P. B. (2012). Examining Social Justice Attitudes Among Play Therapists: Implications for Multicultural Supervision and Training.
Chambers, E., & Fischer, J. M. (2002). Multicultural Awareness, Knowledge and Skills: Directions for Adult Education Training Programs. Journal of Adult Education.
Charles, L. L., Thomas, D., & Thornton, M. L. (2005). Overcoming bias toward same-sex couples: A case study from inside an MFT ethics classroom. Journal of Marital and Family Therapy, 31(3), 239-249.
Charlés, L. L., Thomas, D., & Thornton, M. L. (2005). OVERCOMING BIAS TOWARD SAME-SEX COUPLES: A CASE STUDY FROM INSIDE AN MFT ETHICS CLASSROOM. [Article]. Journal of Marital & Family Therapy, 31(3), 239-249.
Christiansen, A. T., Thomas, V., Kafescioglu, N., Karakurt, G., Lowe, W., Smith, W., & Wittenborn, A. (2011). Multicultural supervision: Lessons learned about an ongoing struggle. Journal of Marital and Family Therapy, 37(1), 109-119.
Crane, D. R., Wampler, K. S., Sprenkle, D. H., Sandberg, J. G., & Hovestadt, A. J. (2002). THE SCIENTIST-PRACTITIONER MODEL IN MARRIAGE AND FAMILY THERAPY DOCTORAL PROGRAMS: CURRENT STATUS. [Article]. Journal of Marital & Family Therapy, 28(1), 75-83.
Culver, R. E. (2011). Program evaluation: Marriage and family therapy program' multicultural competency training. Kansas State University.
Dahl, C. M., Jensen, M. L., & McCampbell, J. L. (2010). A BUTTERFLY EFFECT: THE IMPACT OF MARRIAGE AND FAMILY THERAPY TRAINING ON STUDENTS' SPOUSES. [Article]. Journal of Psychology & Theology, 38(1), 3-14.
Dankoski, M. E. (2003). Themes and Threads: A Personal Reflection on Intersections Between Women's Studies and Marriage and Family Therapy. [Article]. Journal of Feminist Family Therapy, 15(1), 37-51. doi: 10. 1300/J086v15n01_03
Dankoski, M. E., & Pais, S. (2007). What's Love Got to Do With It? Couples, Illness, and MFT. [Article]. Journal of Couple & Relationship Therapy, 6(1/2), 31-43.
DeRoma, V. M., Hickey, D. A., & Stanek, K. M. (2007). Methods of Supervision in Marriage and Family Therapist Training: A Brief Report. [Article]. North American Journal of Psychology, 9(3), 415-422.
Esmiol, E. E., Knudson-Martin, C., & Delgado, S. (2012). Developing a Contextual Consciousness: Learning to Address Gender, Societal Power, and Culture in Clinical Practice. [Article]. Journal of Marital & Family Therapy, 38(4), 573-588. doi: 10.1111/j.1752-0606.2011.00232.x
Esmiol, E. E., Knudson‐Martin, C., & Delgado, S. (2011). Developing a Contextual Consciousness: Learning to Address Gender, Societal Power, and Culture in Clinical Practice. Journal of Marital and Family Therapy.
Estrada, A. U. (2011). The Intersection of Catholic Social Teaching, Internationalization, and Marriage and Family Therapy: Lessons from the Borderlands. [Article]. Catholic Education: A Journal of Inquiry & Practice, 14(4), 441-462.
Fagan, R. (2002). What I Learned in School Today: Reflections on My Training in Marriage and Family Therapy, Editorial, Family Journal, pp. 262-268. Retrieved fromhttp://ezproxy.lib.uconn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=6943207&site=ehost-live&scope=site
Forstater, A., Levinson, M., Bellot, J. L., Hess, M., Spandorfer, J., Truluck, C., & Vause-Earland, T. (2012). Patient Safety Symposium: Teamwork to Promote a Culture of Safety.
Franzen, C. W. (2010). A qualitative exploration of the use of a community based cultural immersion experience and ethnographic techniques with MFT MA students as part of multicultural training. University of Connecticut.
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