Bemak, F. & Chung, R. C.-Y. (2019). Race dialogues in group psychotherapy: Key issues in training and practice. International Journal of Group Psychotherapy, 69:2, 172-191, DOI:https://doi.org/10.1080/00207284.2018.1498743

This article outlines the need for group practitioners to develop their awareness and build capacity for creating culturally responsive group climates sensitive to issues of difference. Authors identify 7 crucial aspects they have found effective in addressing ethnicity and race in groups. The authors acknowledge the reality of the historical context of oppression, overt and covert racism, marginalization, stereotyping, that are present in group. They effectively advocate that group therapists need to more deeply understand these power and privilege dynamics from an interpersonal lens as well as that of social and political dynamics. The need for group therapists to genuinely reflect on social identity, bias, privilege, and power to engage in careful self-examination is made clear, with helpful guidance provided regarding areas for ongoing skill development.

Comas‐Díaz, L., & Jacobsen, F. M. (1991). Ethnocultural transference and countertransference in the therapeutic dyad. American Journal of Orthopsychiatry, 61(3), 392-402.

Transference and countertransference are explored in therapeutic dyads where the therapist and the client come from the same as well as different ethnic backgrounds. The authors use examples from clinical practice to illustrate how intra- and inter-ethnic transference and countertransference impact therapeutic relationships.

Eddo-Lodge, R. (2017). Why I’m No Longer Talking To White People About Race. New York: Bloomsbury.

From the London based award-winning journalist, Reni Eddo-Lodge, Why I’m Long Longer Talking To White People About Race comes from an early blog post by the same name. Paradoxically, the author as not stopped talking to white people about race since the publication of the blog. The book reviews Britain’s history with socialized and institutional racism from a black Brit’s perspective. Ms. Eddo-Lodge comes from a feminist perspective and is critical of white feminist theory. This is a great read that reinforces much of Robin DiAngelo’s principles in White Fragility.

Hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.

From author, professor and feminist theorist- bell hooks- Teaching To Transgress is a must read for those interested in issues of diversity and cultural critique.  Writing from personal experience with desegregation in southern schools, the author provides a real challenge to those hoping to teach and promote inclusion and equity in various settings. There is a heavy emphasis on the experiences of teaching at the college level, but individual and group therapists would resonate with hearing how statements and interventions fall on the ears of the intended audience.

Irving, D., & Irving, D. (2016). Waking up white: And finding myself in the story of race. Author's Republic.

A personal journey of one White woman on understanding her own race-based privilege, its impact on how she interacts with others, and changes she made in how she engages in racialized experiences. To find out more about Debbie Irving and her book, go to https://www.debbyirving.com/the-book/

Irving, D. 21-Day Racial Equity Habit Building Challenge. https://debbyirving.com/21-day-challenge/

Debbie Irving encourages everyone to use the extensive list of resources she compiled on https://debbyirving.com/21-day-challenge/ to educate self on how racial inequality functions in everyday life and the actions one can take to counteract it.

Lee, E. (2014). A therapist’s self-disclosure and its impact on the therapy process in cross-cultural encounters: Disclosure of personal self, professional self, and/or cultural Self? Families in Society, 95(1), 15–23.https://doi.org/10.1606/1044-3894.2014.95.3

Two case examples of White therapists using self-disclosure with clients of color and its impact on the therapeutic process. Specifically looks at problematic interactions based on cultural assumptions. 

Morgan, D. (2019). The Unconscious in Social and Political Life. Oxforshire, UK:
Phoenix Press.

Psychoanalysis’s narrow focus on what goes on in the consulting room prevented the application of its principles to a wider understanding of social unconscious for nearly 100 years.  Now, even the most conservative of psychoanalytic organizations, the British Psychoanalytic Society (BPS), has starting looking at the impact of unconscious fears and wishes on the world stage.  Starting in 2015, the BPS began its “Political Mind” series of lectures and in this book, editor/analyst David Morgan has collected four years of talks that cover topics in chapters like: ‘The Democratic State of Mind’, ‘Understanding Right-Wing Populism’, and ‘Toleration of Strangers’. The reader will benefit greatly from the depth provided by these thinkers and authors.  Those interested in working to understand the world (and perhaps be a part of changing it) will find solid theoretical footing within, as well as case examples and new views of why change can be difficult. 

Nadal, K. L. (2017). “Let’s get in formation”: On becoming a psychologist–activist in the 21st century. American Psychologist, 72(9), 935–946.

A history of psychologists and activism framed in the 21st century. Looks at the ways psychologists can use the power dynamic to fight oppression and integrate current politics and media into their dialogue. Contains an extensive and interesting reference list for further exploration of the topic.

Okech, J. E. A., Pimpleton-Gray, A. M., Vannatta, R.,  & Champe, J. (2016). Intercultural conflict in groups. The Journal for Specialists in Group Work, 41:4, 350-369, DOI: 10.1080/01933922.2016.1232769

This article provides an interdisciplinary literature review examining intercultural conflict that overtly and covertly emerges in group process. The authors carefully outline the necessary skills leaders need to develop the comfort and competence required to sensitively address intercultural group conflict that may exist for a variety of reasons (i.e., ethnocentrism, primary language, verbal and nonverbal communication, differing attributional styles, personal narratives, or worldviews that affect approaches to conflict).  Terms related to microaggression (microassault, microinsult, microinvalidation) are clearly defined and case studies are used to demonstrate ineffective versus effective leader interventions. Authors identify effective management of intercultural conflict as a vital ethical aspect of group practice and advocate for further research in this area.

Stovall, N. (2019). Whiteness on the couch. Longreads. Downloaded on 12/28/19 from https://longreads.com/2019/08/12/whiteness-on-the-couch/.

This opinion piece focuses on what the author calls a “white elephant in the [therapeutic] room” that rarely gets discussed in therapy - the concept of Whiteness, its place in White clients’ identity and its impact on their mental health. The author points out that while in the field of therapy non-White racial and other social groups are closely examined as posessing distinct culturally-bound behaviors, White clients are still largely viewed outside of the racial constructs and their behaviors are often equated to normative “human,” not culturally-bound, behavior. The author discusses some of the outcomes of what she perceives as lacking in the field - study of whiteness, both on personal and societal levels.    

Walker, M. (2019). When getting along is not enough: Reconstructing race in our lives and relationships. Teachers College Press.

Book explores race as a relational dynamic, building on relational-cultural theory. It highlights disconnects in the racialized interactions and offers suggestions on utilizing difficult race-related conversations as opportunities for growth and relationship building. 

Yi, K. (2014). Toward formulation of ethnic identity beyond the binary of White oppressor and racial other. Psychoanalytic Psychology, 31(3), 426–434.

Looks at the many layers and intersections that create a cultural identity. Highlighted case example shows how parts of self can unconsciously be associated with collective identity, and how these layers must be explored both separately and holistically for the client to truly benefit from the therapeutic process

Co-Chairs

Alexandra (Sasha) Watkins, LMHC          

Mary Alicia Barnes, OTD