The Cross-Racial Training Approach: A Practical Training Framework

Abstract

In an effort to move beyond applied psychology’s culturally encapsulated Eurocentric worldview, several guidelines on how to responsively work across cultures have recently been set forth by the profession (e.g., American Psychological Association, 2017; Ridley et al., 2021; Sue et al., 2022). However, many of these guidelines focus on the acquisition of knowledge and not skills. Thus, this article proposes a coherent framework through which cross-racial psychotherapy skills can be developed among graduate-level students. More specifically, we look at the impact of salient topics such as racialized trauma and race and culture in therapy as well as challenges and considerations in cross-cultural training and propose the cross-racial training approach, a five-level training model consisting of trainee awareness, therapeutic safety, broaching, insight work, and healing work that is designed for White and Black, Indigenous, and people of color trainees. We present two clinical vignettes to demonstrate the model. The article concludes with a discussion of the model’s potential strengths, shortcomings, and implications.

Full text

The Cross-Racial Training Approach: A Practical Training Framework
Charmeka Newton
1
, JaneéM. Steele
2
, Nesreen Jaber
1
, and Alexander Pace
3
1
Department of Counseling Psychology and Community Services, University of North Dakota
2
School of Counseling, Walden University
3
Grand Forks, North Dakota, United States
In an effort to move beyond applied psychology’s culturally encapsulated Eurocentric worldview, several
guidelines on how to responsively work across cultures have recently been set forth by the profession (e.g.,
American Psychological Association, 2017;Ridley et al., 2021;Sue et al., 2022). However, many of these
guidelines focus on the acquisition of knowledge and not skills. Thus, this article proposes a coherent
framework through which cross-racial psychotherapy skills can be developed among graduate-level
students. More specifically, we look at the impact of salient topics such as racialized trauma and race
and culture in therapy as well as challenges and considerations in cross-cultural training and propose the
cross-racial training approach, a five-level training model consisting of trainee awareness, therapeutic
safety, broaching, insight work, and healing work that is designed for White and Black, Indigenous, and
people of color trainees. We present two clinical vignettes to demonstrate the model. The article concludes
with a discussion of the model’s potential strengths, shortcomings, and implications.
Public Significance Statement
This article emphasizes the importance of a skill-focused approach in cross-cultural psychotherapy
training, advancing beyond traditional knowledge-based guidelines. The authors introduce the cross-
racial training approach, a five-level model aimed at providing White and Black, Indigenous, and people
of color graduate students with practical skills to effectively address racialized trauma and cultural
dynamics in therapy. We believe this article will significantly contribute to the field and support trainees
in delivering culturally responsive care to diverse populations.
Keywords: cultural competency, training for graduate students, multicultural education
“The master’s tools will never dismantle the master’s house. They
may allow us temporarily to beat him at his own game, but they will
never enable us to bring about genuine change”(Lorde, 1984,p.25).
Forty years later, psychology is still “in progress”in meeting Lorde’s
challenge. To deconstruct psychology’s culturally encapsulated
Eurocentric worldview as Lorde purposes, we must have training
mechanisms that promote culturally responsive practices (Adames et
al., 2023;American Psychological Association [APA], 2021).
Culturally responsive treatment recognizes the importance of cultural
and racial identity in the therapeutic process (Ancis, 2004). This
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This article was published Online First October 10, 2024.
Charmeka Newton https://orcid.org/0000-0003-0332-0651
JaneéM. Steele https://orcid.org/0000-0003-1239-5786
Nesreen Jaber https://orcid.org/0009-0001-4451-042X
CHARMEKA NEWTON, PhD, is a Clinical Assistant Professor in the College of
Education and Human Development at the University of North Dakota’s
Counseling Psychology and Community Services Department. She received
her doctorate from Western Michigan University and is a licensed
psychologist. Her areas of expertise and research interests include multicultural
counseling, antiracism teaching, positive racial identity development, and
research methods. She currently serves as a clinical supervisor for graduate-
level practitioners and students.
JANEÉM. STEELE, PhD, is part of the core faculty in the School of
Counseling at Walden University. She received her doctorate from Western
Michigan University and is a licensed professional counselor. Steele is also
the owner of Kalamazoo Cognitive and Behavioral Therapy, PLLC, where
she provides therapy, supervision, and training in CBT. Her research and
professional interests include counselor training, social justice advocacy, and
culturally responsive treatments in therapy.
NESREEN JABER, MS (she/her/hers), is a counseling psychology doctoral
student at the University of North Dakota. She has a master’s in clinical child
psychology and a Bachelor of Arts in philosophy. Her research interests center
around culturally appropriate care for racially and ethnically marginalized
clients, intersectionality, and social justice. Nesreen is a Lebanese American
cisgender woman who strives to incorporate advocacy into all components of
her academic and clinical work.
ALEXANDER PACE’s research interests include issues around race and
clinical training, the use of art-based intervention as a form of healing from
trauma, and sports performance psychology. He is an intern at Legacy Mental
Health Services, PLLC.
Charmeka Newton played a lead role in conceptualization, visualization,
writing–original draft, and writing–review and editing. JaneéM. Steele played
a supporting role in conceptualization and writing–review and editing.
Nesreen Jaber played a supporting role in writing–review and editing.
Alexander Pace played a supporting role in writing–review and editing.
CORRESPONDENCE CONCERNING THIS ARTICLE should be addressed to
Charmeka Newton, Department of Counseling Psychology and
Community Services, University of North Dakota, Education Building
Room 200, 231 Centennial Drive Stop 7189, Gr and Fork, ND 58202-7189,
United States. Email: Charmeka.newton@und.edu
Training and Education in Professional Psychology
© 2024 American Psychological Association 2025, Vol. 19, No. 1, 37–50
ISSN: 1931-3918 https://doi.org/10.1037/tep0000497
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