From Roots to Practice: Ongoing Professional Development Experiences of Family Therapists Following Ethnic-Racial Socialization Discussions with Latino Families

Abstract

This qualitative study explored couple/marriage and family therapists’ experiences following ethnic-racial socialization conversations with Latino families in therapy. Semi-structured interviews with therapists (n = 20) were conducted. A rigorous thematic analysis revealed how multifaceted contextual influences shaped participants’ ongoing professional development, emphasizing growth from experiences and advocacy for justice. The results provide recommendations for enhancing inclusive practices among therapists working with Latino families, leveraging awareness of exposures and interactions across contexts.

Since 2023, the surge of anti-diversity, equity, and inclusion (DEI) sentiments and policies in the United States has posed significant threats to inclusive education and training for mental health professionals across disciplines (Abrams, 2024). Among those affected are couple/marriage and family therapists (C/MFTs), ethically responsible for maintaining competencies in understanding and applying knowledge of diversity, multiculturalism, and social justice in clinical training and practice (American Association for Marriage and Family Therapy [AAMFT], 2015; Commission on Accreditation for Marriage and Family Therapy Education [COAMFTE], 2021). Approximately 36% (roughly 22.6 million) of Latino ¹ populations in the United States participate in mental health services, highlighting the importance of inclusive practices to meet their needs (Substance Abuse and Mental Health Services Administration, 2023). For C/MFTs working with Latino families, the inclusive application of topics such as race, ethnicity, culture, and immigration in therapy fosters meaningful conversations and reduces oppressive barriers in mental health treatment (Ayón et al., 2020; Yzaguirre & Holtrop, 2025). Further, C/MFTs can work with Latino families to highlight positive messages associated with their social identities (i.e., ethnic-racial socialization; ERS), which serve as protective factors against structural racism and discrimination (Ayón et al., 2020; Hughes et al., 2006). Social advocacy efforts are necessary to keep mental health professionals across disciplines cognizant of structural influences from systemic racism and discrimination hindering their Latino client’s mental health and well-being to counteract the ramifications of anti-DEI policies (Abrams, 2024; Torres et al., 2018).

To underscore the significance of diversity, multiculturalism, and social justice in mental health professionals’ education and training, the current study aimed to investigate the ongoing development and adoption of inclusive practices for C/MFTs working with Latino families. The overarching research question that guided this project was: What do family therapists consider effective practices for supporting Latino parents to engage in ethnic-racial socialization conversations with their children? Specifically, the current study investigated how C/MFTs learned from various contextual influences within and outside the therapeutic context to cultivate their ERS practices, ensuring optimal, tailored support for Latino clients.

Literature Review

C/MFT is a mental health discipline specializing in psychotherapy and systems theory, recognizing the interconnectedness between relationships and individual well-being (Nichols & Davis, 2019). By taking a holistic approach, C/MFTs work to understand how relationship dynamics, communication patterns, and interactions with broader social contexts contribute to a client’s presenting problem (McGoldrick & Hardy, 2019; Sexton & Lebow, 2015). Rather than treating individuals in isolation, C/MFTs apply a complex systemic perspective to understand how relational systems and contexts influence a person’s behavior and mental health (Nichols & Davis, 2019; Sexton & Lebow, 2015). For instance, in a society where Latino families contend with language barriers, ethnic-racial discrimination, and immigration challenges, underlying issues may be intricately tied to ethnic-racial backgrounds (Adames & Chavez-Dueñas, 2016; Falicov, 2017). Attending to and making meaning of these interconnected identities and experiences helps C/MFTs work collaboratively with Latino clients to find long-term solutions that contribute to positive change and promote overall well-being.

C/MFT Education and Training

The Commission on Accreditation for Marriage and Family Therapy Education oversees competency standards in clinical education, ensuring C/MFT graduate and postgraduate programs adhere to high-quality educational practices (COAMFTE, 2021). Master’s-level COAMFTE-accredited C/MFT programs are typically completed in 2 to 3 years, where C/MFTs must meet the educational requirements necessary to prepare them to work with diverse populations (Lal & Jonathan, 2023; Northey & Gehart, 2020). Specifically, C/MFTs in these education programs undergo comprehensive academic and clinical preparation that aligns with the COAMFTE developmental competency components, including knowledge of the profession; professional identity, ethics, and law; research and evidence-based practice; practice of therapy; human diversity and social structures (COAMFTE, 2021). In 2021, roughly 93% of accredited programs were found to incorporate topics of diversity, power, privilege, and oppression as a designated course in the curriculum (Yzaguirre et al., 2022). Additionally, continuing their learning after graduation by seeking out training is crucial for C/MFTs, enabling them to stay current with inclusive practices and adapt to the evolving needs of their diverse clients. The awareness, knowledge, and skills C/MFTs gain from their education and training experiences are intended to equip C/MFTs to provide effective care to the diverse individuals, couples, and families they serve (Lal & Jonathan, 2023; Sue et al., 2022).

As C/MFT competencies evolve, so do the considerations to promote DEI-related education and training (Katafiasz & Patton, 2021; Yzaguirre et al., 2022). Diversity-related curricula in COAMFTE master’s programs explore and address topics related to diversity, power, privilege, and oppression as they intersect with the experiences of diverse, international, marginalized, and underserved communities (COAMFTE, 2021). A comprehensive examination of these topics is helpful when learning culturally competent practices, considering how identities intersect with personal development and social environments from various perspectives (Falicov, 2017; McGoldrick et al., 2021). Given the contextual challenges Latino families face related to structural racism and discrimination, equipping mental health professionals with DEI-related practices that attend to the various social influences Latino clients are influenced by is imperative. Diversity-informed curricula in master’s programs serve as a stepping stone to support and empower C/MFTs to be social agents of change who embrace the complexities of living in an emerging majority-minority society of diverse cultures, identities, and worldviews (Yzaguirre et al., 2022). Further, quality diversity education and training equip mental health professionals to identify and actively address social injustices in their client’s experiences, which significantly influence therapist-client alliance and treatment outcomes (McDowell & Hernández, 2010; McGoldrick et al., 2021).

Promoting Advocates and Valuers of Social Justice

Despite formidable anti-DEI challenges, scholars remain unwavering in their commitment to advancing culturally competent practices (e.g., McDowell et al., 2019; McGoldrick & Hardy, 2019; Sue et al., 2022). This dedication extends beyond the confines of graduate education, emphasizing the need for continuous training and development, especially as it relates to multiculturalism and social justice (Fisher-Borne et al., 2015; Sterrett-Hong et al., 2023). Representation in the literature continues to increase, focusing on supporting mental health professionals in embracing the fluidity inherent in integrating DEI into their work (e.g., Estrada et al., 2023; McGoldrick & Hardy, 2019; PettyJohn et al., 2020). For instance, Hook et al. (2017) recommended embodying cultural humility, which involved self-awareness, openness, and willingness to learn from their client’s unique experiences. Given the complex sociocultural realities associated with clients’ experiences, C/MFTs can apply cultural humility to recognize the similarities and differences shared with their Latino clients (Adames & Chavez-Dueñas, 2016; Hook et al., 2017). In turn, C/MFTs establish a common language, referring to shared terms and concepts that resonate with the Latino clients’ cultural and personal contexts, best supporting them in navigating their presenting problems based on their unique lived experiences (Bean et al., 2001; PettyJohn et al., 2020). Further, by understanding their unique context and experiences, C/MFTs employ culturally competent strategies, such as ERS, to support Latino families in therapy and ultimately move toward the desired change (e.g., Yzaguirre & Holtrop, 2025). Acknowledging and appreciating the significance of DEI in C/MFT is a crucial element for mental health professionals’ lifelong learning and professional growth.

Theoretical Framework

Bronfenbrenner’s (1979) ecological framework recognizes human development is not an isolated process but rather occurs within interconnected social environments over time. Individual behavior and growth are influenced by different environmental levels, trickling down from broader societal structures (i.e., macrosystem) to immediate contexts (i.e., microsystem). As mental health professionals engage with Latino clients within the intricate web of interconnected social environments, they, too, are influenced by broader societal structures and immediate contexts, emphasizing the need for self-awareness and sensitivity to the social dynamics they encounter over time. For instance, the ecological perspective sheds light on how the dominant United States culture interacts with various aspects of Latino families’ social networks, affecting daily lives and relationships (Bronfenbrenner, 1979; Vélez-Agosto et al., 2017). Challenges faced by Latino families include anti-immigration policies, deportation risks, and ethnic-racial discrimination, all profoundly affecting psychosocial well-being and mental health outcomes (Findling et al., 2019; Vélez-Agosto et al., 2017). However, C/MFTs are systemically trained socializing agents equipped to support Latino parents through the promotion of ERS practices (Yzaguirre & Holtrop, 2025). By initiating conversations about ERS, C/MFTs create a pathway—from discussions with parents to parents engaging their children in similar conversations (i.e., exosystem). The ecological multisystemic framework equips C/MFTs with insights into Latino families’ challenges within their social contexts over time, underscoring the critical need for effective and ever-growing ERS practices that help mitigate negative mental health outcomes.

Method

The current qualitative study was embedded within a larger overarching project aimed at understanding C/MFTs’ experiences facilitating ERS practices with Latino parents in therapy. The project’s primary goal was to identify practices employed in the therapeutic context to address conversations related to race, ethnicity, culture, ethnic-racial discrimination, and immigration with Latino parents (Yzaguirre & Holtrop, 2025). Although ERS practices employed in treatment were identified, the current study inductively emerged and encapsulated broader contextual therapeutic mechanisms necessary for C/MFTs to engage Latino parents and families in ERS conversations effectively.

Participants

Participants met eligibility criteria for the current study if they: (a) had earned a mental health-related graduate-level degree, (b) self-identified as a family therapist in the United States, (c) had culminated at least 200 direct relational therapy hours, (d) had worked with at least two Latino parents in the past 6 months, (e) reported implementing therapy practices meeting the study definition of culturally competent practices as measured by the Multidimensional Cultural Humility Scale (Gonzalez et al., 2021), and (f) were at least 18 years old. This study recruited participants in 2022 from mental health-related governing bodies and therapy service-related websites and solicited support from individuals who completed the screening survey (i.e., snowball sampling; Creswell & Poth, 2018). Emails that outlined the study’s aim were distributed, along with a flyer attachment detailing the purpose of the study and a weblink to access the online eligibility screening survey via Qualtrics.

Participants in this study comprised 20 self-identifying family therapists, including 75% who earned their graduate-level degree in C/MFT. Participants’ ages ranged from 26 to 61 years old (M = 34.4, SD = 10.8). The self-identifying sample was made up of 65% cis-gender women, 25% cis-gender men, and 10% gender-fluid or nonbinary individuals. The ethnic-racial makeup of participants included 55% Hispanic/Latino/a/x, 30% Caucasian/White, and 15% multiracial/multiethnic. When asked about generational immigration status, 20% identified as first generation, 45% as second generation, and 35% as third generation. The primary language spoken was evenly split between English and Spanish. However, 75% of participants identified as bilingual and reported providing Spanish-speaking therapy services. Participants’ location of practice represented 10 different states and clinical experience ranged between 2 to 36 years (M = 8.1, SD = 9.0). Specific to their clinical practice, participants held between zero and 32 active relational cases (M = 6.6; SD = 9.0) with Latino clients. For one participant, the reported case count was zero, attributable to their recent relocation and establishing a new practice.

Positioning the Researcher

Aligning with Hook et al.’s (2017) definition of cultural humility, it is important to acknowledge one’s values and positions in ethical research practice. The author identifies as a second-generation, bilingual Mexican-American, cisgender, heterosexual woman. She is a faculty member in a COAMFTE-accredited master’s C/MFT program, an American Association for Marriage and Family Therapy-approved supervisor, and a licensed marriage and family therapist. As a trained systemic thinker and valuer of social justice, she is dedicated to reducing mental health disparities and increasing access, equity, and opportunities for Latino communities by cultivating inclusive systemic practices in clinical training and research.

Procedures

The institutional review board authorized the research protocols for this study before commencing data collection. Participants were recruited via email using contact information from mental health organizations (e.g., COAMFTE) and therapy service websites (e.g., PsychologyToday), supplemented by snowball sampling (Creswell & Poth, 2018).

Data Collection

Qualitative data were gathered through one-on-one, semi-structured interviews conducted between May and August 2022 as part of an overarching research initiative to explore C/MFT’s experiences working with Latino parents. Zoom, a secure web conferencing application, was used for all interviews.

An interview guide used to standardize the interview process was organized according to the three domains of ERS: cultural socialization, preparation for bias, and immigration socialization (Ayón et al., 2020; Hughes et al., 2006). Broad questions for each domain soliciting lived experiences were asked for each domain (e.g., When working with the Latino parents in your example, did conversations of race, ethnicity, or culture come up, or not so much? Did these conversations include their children?). Broad questions were followed by probing questions aimed at gathering rich descriptions (e.g., Did conversations of race, ethnicity, or culture ever prompt parents to extend these conversations to their children?).

Participant interviews ranged from 52 to 98 min (M = 77.10; SD = 12.88). Once completing their interview, participants were compensated $100 via an electronic Amazon gift card. A reputable and reliable transcription service (i.e., TranscribeMe!) was used to ensure timely and accurate transcription in preparation for data analysis.

Data Analysis

A rigorous thematic analysis approach was used to identify, analyze, and interpret patterns of meaning within the dataset (Braun & Clarke, 2006). The qualitative software program MAXQDA was employed to facilitate data organization and analysis. The following analytic activity took place concurrently, showing deference to the growing conceptualization and application of thematic analysis (Braun et al., 2022).

Familiarization with the data included an initial readthrough to ensure transcription accuracy, followed by re-reading all transcripts and documenting initial thoughts and observations of participant responses (Step 1). Once all data were reviewed, MAXQDA was used to track initial codes generated from a thorough examination of each transcript by identifying meaningful segments and constructing concise labels (Step 2). Next, intriguing features and significant patterns in the data were identified (Step 3). In tandem with Step 2, domains were formed as part of the open coding process and later organized as potential themes. Thematic maps (i.e., code map feature on MAXQDA) were visual representations produced from the initial code names, short descriptions, and domains. An iterative process was used to review and refine themes based on the amount of revealed supporting data (Step 4). A two-level process was exercised to refine themes based on individual participant transcript-coded extracts (Level 1) and the entire data set (Level 2). The next step included terming, defining, and referencing the identified themes using textual statements extracted from participant responses (Step 5). Finally, the findings were contextualized in a write-up summarizing the participant’s expository narratives (Step 6).

Trustworthiness

The quality and rigor of qualitative research are reinforced by standards of trustworthiness (Creswell & Poth, 2018; Guba & Lincoln, 1989). Intentional strategies were employed in this study to demonstrate authenticity and ensure an accurate representation of the experiences shared by participants (Guba & Lincoln, 1989). Consistency with data collection was upheld because all interviews were conducted by the author. To acknowledge and mitigate personal biases in data analysis, the author executed bracketing through reflexive notes (i.e., memoing), which were periodically reviewed to account for influences on the coding process. An extensive audit trail was maintained to enable research member triangulation and enhance the integrity of the findings. For example, reflexive notes were recorded in a secured Excel sheet to document general thoughts throughout the various coding phases, while direct memos were made in MAXQDA corresponding to specific transcripts. Regular member-checking meetings were regularly scheduled with an established qualitative scholar to review the coded interviews systematically.

Findings

The findings of this study illustrate how participants’ contextual influences translated to their ongoing therapeutic professional development of inclusive practices. Specifically, participants recognized the multifaceted influences from various social environments, expressing a desire to continue to refine their practices to promote ERS conversations with Latino clients over time. Understanding participants’ evolving ERS practices in therapy with Latino parents required acknowledging no single interaction with Latino clients was ever the same. As such, the findings demonstrate how participants remained cognizant of the various social influences both inside and outside of the therapy room, shaping their ongoing ERS practices.

Two themes emerged as key influences shaping participants’ commitment to ongoing learning and development in ERS practices with Latino parents in therapy: (a) grow from your experiences and (b) advocate for justice.

Grow from Your Experiences

Participants spoke about how different social environments influenced their growth and development as mental health professionals to promote ERS-related conversations with Latino parents. Regardless of the degree to which conversations about race, ethnicity, culture, discrimination, and/or immigration were relevant for their Latino parent clients, participants agreed on the importance of self-reflection concerning these topics. That is, participants felt encouraged to further promote and learn about ERS-related topics as they continued to be exposed to new experiences. As one participant noted, “I think it’s a spectrum of experiences. I don’t think one experience can cover everything.” Another participant shared, “It was through experiences that I learned how to work with Latinx communities better.” Ultimately, participants credited their past experiences as critical for supporting them in approaching these conversations in therapy. The following sub-themes emerged to categorize the past experiences that influenced participants’ work with Latino clients: personal background influences, ponder education and training, and learning from Latino clients.

Personal Background Influences

All participants reported that their personal upbringings and exposure to different social environments significantly influenced the practices they carried out in the therapeutic setting with their Latino clients. The 70% of participants who self-identified as Latinos spoke to resonating with their Latino parent clients based on their own lived experiences. Regarding her influence to have conversations regarding culture, race, and ethnicity with Latino parents, one participant reflected, stating:

I think a lot of it is personal experience for me because having lived through a lot of these situations lets me know how important they are, how important it is to have them. . . .I don’t know if I would be having these [ERS] conversations or having the awareness that I have about the importance of these conversations if I hadn’t gone through it. So, for me, it’s personal experience and kind of reflecting back on what I’ve gone through, that I’m like, “Okay, it’s important to have these.” I wish growing up that my parents and I would have had some of these conversations, knowing that they would have made an impact or a difference in some way in our personal lives.

While the remainder of the participants acknowledged they could never fully understand what it means to be a Latino living in the United States, they still continued to be lifelong learners surrounding these conversations. They spoke about seizing opportunities that allowed them to expand their horizons and learn more about Latino culture, especially outside of the therapy room. For example, a non-Latino participant shared, saying:

For me, my wife, she speaks Spanish. She lived in El Salvador for a number of years. Because of that, I was exposed to, and we intentionally sought out different opportunities and different experiences within our community to engage with the Latino population. She’s worked and been a part of the Hispanic coalition here in our local area, and that’s involved us with some of these communities. I think it’s helped me to be able to connect with and understand and work with families, sort of in that sense, in a different way than I would in maybe a therapy room. I think being able to expose ourselves outside of just the therapy room to families is really important. I think that’s the first piece, is trying to find ways within our communities that we can be involved with people from different walks of life. I don’t think it’s only in the therapy room or in our training that we receive those experiences. I think it should become an extension of who we are.

Ponder Education and Training

Participants reflected on how their master’s education informed their practices with Latino clients. Responses on therapy educational influence working with Latino clients ranged from participants saying, “To be honest with you, not really, because I don’t even think we really had much of that other than our little diversity class,” to others describing, “My master’s program was very heavy on culture, on diversity, and ensuring that culture is incorporated into treatment.” For participants who felt less prepared to work with Latino parents during or after their master’s program, there were reflections shared on seeking training opportunities to learn outside of their master’s program. One participant described their experience, stating: “I’ve actively sought out decolonized therapeutic perspectives. As I’ve shared spaces and wisdom with incredible therapists who are doing this work, it’s really helped me to recognize where the gaps in my knowledge and my skill set are.” Although this participant initially felt less prepared to work with Latino parents, they continually sought resources to fill in the training gaps they felt still existed. Other participants described having different experiences where they could apply the lessons they were exposed to in their program. One participant shared:

We had an opportunity in the master’s program to have a piece where everybody shared their genogram [visual family map revealing relationships, history, and behavior patterns] and was able to share all of their cultural background and how it informed their life. So I got to see, including in my own, how the cultural piece informed values, lifestyle, belief systems. So with that experience in the master’s program, I was able to carry that into treatment. I have seen how valuable it is to clients and understanding them.

Here, the participant connected a relevant educational opportunity with a practice they could carry out with Latino parents in therapy to gather more information on cultural background. Despite their education or training, participants recognized there was no one correct approach that could make them feel fully prepared to work with Latino clients. As another participant acknowledged, “I think school can’t prepare you for everything, and you have to get some hands-on experience and learn more and do things on your own to learn more.”

Learn from Latino Clients

In addition to their upbringing, education, and training, participants highlighted the Latino clients themselves as influential in shaping their practices. The Latino clients’ impact on the participants influenced their motivation to grow as mental health professionals to provide the best care possible. One participant explained, stating: “The more you work with a certain population, the better you understand that population, the better you are prepared to work with them.” Others acknowledged a level of professional growth that came from addressing heavier topics with Latino clients compared to other demographic groups. One participant reflected, stating:

Before starting to provide treatment, I hadn’t really put too much thought into immigration and the role it plays in families. As I’ve been providing treatment, it’s something that came to light for me, that sense of, like, “It’s there and it’s not being talked about.” If it is, it’s being viewed in a very negative light versus having open discussions. So, it definitely shed some light for me.

The more participants continued to work with Latino parents and families, the more exposure they got to different ERS conversations. Given these conversations were present across their Latino parent clients in one way or another, participants reflected on how these interactions influenced their future practices. One participant said:

I go home, and I’m like, how can I probably explain this better to a parent next time? It’s like, how can I, as a therapist, do a better job of providing this information to the parent next time? Or maybe either next time I see them or to a different family that are going through similar things.

These interactions were described as influential because participants were actively learning from their experiences with their Latino clients. Ultimately, these experiences led to the participants considering ways to improve future interactions with their Latino parent clients.

Advocate for Justice

Participants described the social advocacy efforts they applied to address contextual inequities impacting Latino clients. In this theme, participants reflected on systemic United States structures and environments they found to be influencing Latino family systems (e.g., policies, politics, schools, work, neighborhood, healthcare). As one participant described, stating:

I think nowadays, what’s happening, even just around us and then what we hear in the news and in social media and things like that, it’s very culturally relevant, where we can bring up these conversations regarding culture and race and ethnicity.

The more current events that occurred, especially related to immigration and ethnic-racial discrimination, the more participants were compelled to bring these issues into the therapy room with Latino parents. One participant emphasized, “There’s discrimination on the global level,” and it is no longer enough to have real-world events occur and not talk about them in therapy. For example, participants identified events such as the Black Lives Matter movement, policies perpetuated by the Trump administration, and disproportionate impacts due to the COVID-19 global pandemic as relevant topics to address with Latino populations. Participants expressed the importance of prioritizing Latino parents in these advocacy-related conversations. One participant explained, saying:

Explore that in a way that’s helpful for them and what they need, right, within your limits. You can’t just change policy overnight, but how can you be an advocate for them, and show them that these things are important to you as a clinician?

Though participants spoke about how these advocacy efforts showed up in the therapy room, they also remained cognizant of how these practices translated for them outside of therapy. In exploring their rationale for initiating these conversations, participants shared wanting to be an ally for their Latino clients. A participant described, stating:

[These practices] can’t just be in the therapy room. We need to be mindful of what policies we are supporting, where we’re putting our energy outside [of therapy], because it’s not enough for us to say, like, “oh, I work with Latino families” and then vote for policies that impact us deeply. Yeah, that’s bullshit. So, I think that’s also part of it, is really being engaged in larger system exchange, because I also think that that opens up our understanding of the real impact of these policies, right?

Ultimately, being a social advocate for Latino parents meant being an advocate both in and outside the therapeutic setting. The more cognizant participants were about the social contextual influences around them, the more efforts they dedicated to continuing to develop their ERS practices for Latino parents.

Discussion

This qualitative study drew insights from the lived experiences of C/MFTs learning and growing from their DEI-related practices with Latino families over time. Rather than crystalizing their craft, C/MFTs considered how their inclusive practices came to be and continued to grow based on their personal and professional experiences. Specifically, the findings in this study describe how C/MFTs leveraged their awareness of their different exposures and interactions across contexts to inform their ERS conversations with Latino families. Overall, this study contributes to the nuanced journey of C/MFTs dedication to sustaining and cultivating inclusive practices when working with Latino parents and families in therapy.

Nurturing Ongoing Professional Development

From their upbringings to current day-to-day encounters, participants reflected on the experiences that shaped their approaches to broaching race, ethnicity, culture, discrimination, and immigration conversations with Latino parents in therapy. In line with extant literature, these findings highlight the impact personal history has on therapeutic practices among C/MFTs (e.g., Aponte & Kissil, 2014; Erolin & Wieling, 2021). The sparked awareness to discuss these DEI-related topics in treatment stemmed from participants engaging in self-reflection. For example, participants considered how encounters across social contexts such as family and peers (i.e., microsystem) influenced their views of the world and how these views translated into the therapeutic context (i.e., mesosystem, Bronfenbrenner, 1979). In doing so, participants actively pieced together areas of growth related to the confidence and competence of their ERS practices, acknowledging the multisystemic implications carried out in their therapeutic careers. Aligning with prior research, participants in this study underscored the humility that came from their range of lived experiences, continuing to influence their professional development in and outside the therapy room (Hook et al., 2017).

Beyond personal reflections, C/MFTs are trained to understand the complex intersection and fluidity of social identities and environments, offering unique systemic considerations for inclusive practices (McGoldrick & Hardy, 2019). Regardless of how prepared participants felt in working with Latino clients, they reported the role of their systemic education and training in their ERS practices with Latino parents. The literature extensively covers diversity-related curricula and training programs designed to equip C/MFTs to work effectively with diverse Latino populations (Erolin & Wieling, 2021; Yzaguirre et al., 2022). Importantly, the range of DEI considerations described by C/MFTs in this study to enhance their practices speaks to the relevance of remaining curious and exploring knowledge about diversity, multiculturalism, and social justice (Hook et al., 2017; McGoldrick & Hardy, 2019). Further, findings in the current study reinforce the importance of continuous education beyond graduate studies to enhance C/MFTs professional development (Parra-Cardona et al., 2005; Singh et al., 2020). This is particularly crucial in meeting the needs of Latino clients who grapple with complex presenting issues within the broader societal context over time (i.e., exosystem, macrosystem; Bronfenbrenner, 1979).

In the current study, C/MFTs acknowledged there is no universally correct method for learning effective inclusive practices when working with Latino parents. Instead, they emphasized the importance of identifying learning opportunities to foster professional growth. One notable approach involved embracing insights gained from hands-on experience in therapy. These findings shed light on how Latino clients significantly influenced the C/MFTs’ professional ERS practices, illustrating the dynamic interaction between the immediate environments and broader societal influences (Bronfenbrenner, 1979). Although existing scholarship has emphasized cultural inclusivity in treatment (e.g., Bernal et al., 2009; PettyJohn et al., 2020), findings in this study go further by empowering C/MFTs to execute inclusive practices influenced directly by their Latino clients. By actively listening to and learning from Latino clients, mental health professionals enhance their interactions with future Latino clients. Given the increasing ethnic-racial diversity among Latinos in the United States and ongoing issues related to discrimination and immigration, mental health professionals must seek avenues for growth and engage in ERS-related conversations with Latino parents, addressing both the broader societal influences and historical changes over time (Bronfenbrenner, 1979; Rayburn et al., 2021; Roche et al., 2024; U.S. Census Bureau, 2021). The current study underscores the influential role of learning from clients’ experiences in the ongoing development of C/MFTs inclusive therapeutic practices.

Commitment to Social Justice

In addition to the immediate influences credited to their professional development efforts, C/MFTs in the current study also shed light on the inequities faced by Latino parent clients across various social environments—such as politics, schools, workforce, and healthcare (Findling et al., 2019; Torres et al., 2018). Mental health professionals, despite their roles, are not immune to the dynamics stemming from historical and oppressive systemic structures in the United States (Abrams, 2024; Erolin & Wieling, 2021). In addition to advocating for their Latino clients, C/MFTs in this study spoke about how they must navigate the various social contexts they are exposed to over time. The participants described how they chose to draw from those experiences to understand and connect with their Latino clients. Additionally, this study revealed participants actively engaged in advocacy efforts both within and outside the therapeutic context to support their Latino clients. Remaining informed and attentive to social justice movements and contemporary events impacting Latino communities were identified as relevant strategies for professional development (Wieling et al., 2020).

While immediate support starts in the therapy room, C/MFTs also bear responsibilities outside this context. Collectively, the C/MFTs in this study embodied being advocates for change. By challenging norms and naming systemic barriers, they initiated ripple effects. These ripples extend beyond individual therapy sessions, eventually supporting and empowering the Latino communities they serve, reflecting the mesosystem’s interconnectedness of different social environments (Bronfenbrenner, 1979). As mental health professionals committed to social justice, they recognized their role in effecting broader change. Moreover, by understanding the influence current events had on their clients’ well-being, C/MFTs were able to navigate conversations skillfully (McGoldrick & Hardy, 2019). Latino communities contribute significantly to the United States society. Their well-being is intrinsically tied to the nation’s vitality. As such, mental health professionals must remain vigilant, informed, and engaged—within and beyond the therapy room—to dismantle inequities and foster positive transformation.

Study Implications

The findings in this study present tangible implications for C/MFTs in education and training that are devoted to supporting Latino communities. Furthermore, the recommendations guide C/MFT program educators and supervisors in creating intentional opportunities for students to practice incorporating DEI into the therapeutic context. At the micro level, C/MFTs must engage in critical self-reflection to identify their competency levels and areas of growth related to ERS topics. Scholars have provided useful cultural reflexivity activities that mental health professionals can utilize to increase self-awareness (e.g., Fisher-Borne et al., 2015; Gonzalez et al., 2021). The increased awareness of confidence and competence surrounding ERS and other DEI-related topics can be translated into practice. For example, PettyJohn et al. (2020) described ways in which mental health professionals can use their social identities to build rapport with their clients and foster deeper meaningful conversations in treatment. At the exo level, C/MFTs can indirectly influence their Latino clients by continuing their own DEI-related professional development. For instance, remaining up to date with DEI literature in mental health, current events, and professional training opportunities can enhance competencies on relevant issues faced by Latino communities. C/MFT programs can promote these practices by exposing students to diverse scholars and case examples representative of the Latino communities they will serve, equipping them with relevant knowledge and skills they can apply later in therapy. At the macro level, C/MFTs must commit to engaging in advocacy efforts beyond the therapeutic context. Involvement can range from staying current with policies directly impacting Latino clients to demonstrating solidarity in social justice movements (e.g., Wieling et al., 2020). Given the increasing complexities that come from working with Latino populations, it is important to learn about the effective strategies mental health professionals engage in to foster inclusive professional development. In doing so, the findings can translate and be adapted across disciplines, reinforcing the foundational necessity diversity, multiculturalism, and social justice have for mental health professionals.

Limitations

While the study provides several valuable contributions, it is not without limitations. This qualitative study, based on a nonrepresentative sample, does not fully encompass the experiences of all C/MFTs working with Latino clients. Furthermore, these findings should not be hastily generalized without considering their alignment with the specific therapeutic and social context. An additional limitation lies in potential social desirability biases stemming from participant responses. Finally, the overarching research project was not targeted toward professional development following ERS conversations with Latino clients. However, future research could gain further insights by targeting strategies among mental health professionals working with Latino clients to foster continuous growth and development with inclusive practices.

Conclusion

The current study addressed the importance of diversity, multiculturalism, and social justice in mental health professionals’ education and training by examining the ongoing development and adoption of inclusive practices for C/MFTs working with Latino families. The C/MFTs who participated in the current study showcased their passion and allyship for their Latino clients by constantly seeking ways to improve their ERS practices. The combination of personal upbringings, exposed education and training, and work with Latino families shed light on the complexities contextual influences have on a C/MFTs’ professional growth. This study makes valuable contributions by supporting the need to dismantle anti-DEI policies and promote inclusive education and practice.