河流
发表于 2025-3-25 07:16:16
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Seminar
发表于 2025-3-25 08:53:53
The Future of MFT: Clinical Implications of Cross-Cultural Responsiveness and Social Justice Lens terall themes of the book and how each of the authors has contributed to these themes as well as to the larger implications and conclusions we can draw regarding the future of systemic therapies and multiculturalism.
投射
发表于 2025-3-25 14:11:14
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外来
发表于 2025-3-25 18:46:04
erall themes of the book and how each of the authors has contributed to these themes as well as to the larger implications and conclusions we can draw regarding the future of systemic therapies and multiculturalism.
嘲笑
发表于 2025-3-25 21:33:04
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thalamus
发表于 2025-3-26 03:48:32
Information - Organisation - Produktioner their completion of cross-cultural EFT trainings is summarized. Feedback from trainees is shared to provide trainees’ perspectives on the applicability of EFT to the Turkish culture. Recommendations to address language and cultural barriers in conducting international trainings and supervision are also specified.
Root494
发表于 2025-3-26 04:55:39
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凶残
发表于 2025-3-26 09:37:50
Social Justice Implications for MFT: The Need for Cross-Cultural Responsiveness, true to the needs of families we serve. We (the authors) also offer some ideas about a paradigm shift in thinking about the inclusion of diversity and social justice in practice to help clinicians understand multicultural clients’ dilemmas and challenges.
COST
发表于 2025-3-26 14:18:31
Cross-Culturally Responsive Training of Emotionally Focused Couple Therapy: International Experiencer their completion of cross-cultural EFT trainings is summarized. Feedback from trainees is shared to provide trainees’ perspectives on the applicability of EFT to the Turkish culture. Recommendations to address language and cultural barriers in conducting international trainings and supervision are also specified.
占卜者
发表于 2025-3-26 20:15:32
Training and Supervision Across Disciplines to Engage in Cross-Cultural Competence and Responsiveneions of more process-oriented perspectives in the learning paradigm. In this chapter, I explore the use of active voices in the integration of cultural responsiveness and responsibility in the educator/student and the supervisee/supervisor relationships via literature, case examples, and experiential exercises.