The Worldview Genogram: A Process Model for Enhancing Diversity Responsiveness and Competence in Education, Training, and Clinical Supervision

Diversity responsiveness and competence is an imperative in current graduate psychology training and few, if any, will debate this. However, what has been and still remains frustrating to most practicum and internship clinical supervisors and graduate school instructors is a dearth of safe and practical tools to enhance this process, particularly in terms of the awareness domain. The authors of this article present a process model, the Worldview Genogram (WVG), that has been developed and implemented in clinical field placements and classroom settings over the last 22 years with significant success. The WVG, anchored by a three-generational family-of-origin genogram, is a depiction of individual and cultural diversity constructs that impact a person's identity formation. A rationale for the model and specific, practical steps in implementing it in academic and clinical settings are described. The model's uniqueness lies in the fact that it is nonpathologizing, strengths-based, trainee driven, and predicated on instructor or supervisor modeling. Impact Statement The Worldview Genogram model presented here is a vital practical tool for assisting supervisors, supervisees, and instructors in clinical and academic settings to train as well as model integrating diversity conversations in their work. We argue that doing so allows for culturally responsive supervision, clinical work, and general training. The model's versatility allows for broad implementation across settings and situations including public mental health centers, academia, and other clinical settings