Educating therapists to provide culturally responsive psychotherapy constitutes one of the major mental health challenges of this decade. This article describes a model of clinical supervision for assisting supervisees in developing culturally responsive therapy approaches. The model includesfourstages, which are intended to unfold in a systematic way, aimed at increasing cultural competence and awareness of sociocultural issues. The stages move from the didactic to the experiential, from the cognitive to the personal, from the objective toward the subjective. This model, the supervisory climate, and its place in the context of an entire training program are presented.
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Natalie Porter (1994) studied this question.
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