Teaching, Learning, and Applying an EVM Approach

Abstract

Throughout this book we have been writing about ethnic validity issues that arise in counseling and psychotherapy. In doing so we have paid particular attention to therapist-client relationship patterns. We have also addressed their role in teaching contexts and in supervisor-supervisee relationships. We have noted that teachers as well as students must learn to attend to ethnic validity perspectives to become an accepted part of the psychotherapy world. In this chapter, our goal is twofold. We want to attend specifically to the teaching-learning process. We also want to outline how the ethnic validity approach can serve as a model for teaching and practice in a range of intervention contexts and with diverse groups of people engaged in human helping activities. Calling attention to these few topics provides a bridge to a wider range of applications for the ethnic validity approach.