Mentoring Students in Clinical Training: Exploring the Culture-Centered Model and Critical Consciousness Development
School of Cultural and Family Psychology, Pacific Oaks College, CA, USA.
- Corresponding Author:
- Isaac Carreon
LMFT, Assistant Professor
School of Cultural and Family Psychology
Pacific Oaks College, 55 Eureka Street
Pasadena, CA 91103, USA
Tel: (626) 529-8208
E-mail: [email protected]
Received date: February 29, 2016; Accepted date: June 29, 2016; Published date: Jun 30, 2016
Citation: Carreon I (2016) Mentoring Students in Clinical Training: Exploring the Culture-Centered Model and Critical Consciousness Development. Int J Sch Cog Psychol 3:176. doi:10.4172/2469-9837.1000176
Copyright: © 2016 Carreon I. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Clinical doctoral training programs and master’s level counselling programs across the nation provide students with theoretical and clinical skills to be able to sit across depressed clients, families in crisis, and couples. However, one of the core competencies clinical programs strive to provide for its students is cultural competence. Mentoring clinical students in cultural competence lays the foundation for their future work as therapists and with individuals and families of diverse ethnic, racial and cultural backgrounds. This manuscript provides a discourse on mentoring students in clinical training utilizing the Culture-Centered Model. The Culture-Centered Model features nontraditional pedagogy mentoring and preparing students to have awareness and a sensitive curiosity to culture. Best practices in clinical program competencies are vital in the field of psychology. The Culture-Centered Model provides the practice of mentoring clinical students that have a direct impact on clients, and the mental health field.