Toward a liberatory counseling and psychotherapy theories pedagogy and curriculum.

Abstract

Psychotherapy theories have long been criticized for their White western cultural assumptions (Katz, 1985; Sue et al., 2024). With the growing call to decolonize psychology (e.g., Singh, 2020), we re-envisioned a psychotherapy theories curriculum from a liberation psychology framework (Martín-Baró, 1994). This framework contextualizes and historicizes people's lived experiences and highlights the ways in which oppressed communities have survived and resisted. A liberatory pedagogy for teaching psychotherapy theories involves critical consciousness (concientización; Freire, 1970), which allows students and instructors to bring a critical lens as they learn and discuss theories of counseling and psychotherapy; reflexivity, to locate themselves within the colonial, White supremacist and capitalist structures in which the classroom is situated; and somatic and affective engagement to decenter colonial rationality. The bookend approach (Wright et al., 2022) can be used to interrogate psychotherapy theories (a) as an overarching strategy for the entire course and (b) as a teaching strategy within each week's lesson on a specific theory. It is our hope that students will be equipped to re-envision psychotherapy and healing as located in our collective liberation from oppressive structures. (PsycInfo Database Record (c) 2024 APA, all rights reserved).