Bridging the gap: a cross-cultural examination of PCIT training experiences across Black, White, Asian, and Multiracial clinicians.

Introduction: Parent-Child Interaction Therapy (PCIT) is a strongly evidence-based treatment (EBT) for disruptive behaviors in young children. However, PCIT research with Black families has identified notable disparities particularly with regard to more frequent and earlier attrition from treatment and disparate outcomes. Prominent etiological explanations lie in PCIT's perception as a Eurocentric treatment embedded within discriminatory systems and, therefore, unable to meet Black families' unique cultural needs. The present study sought to better understand the training experiences of PCIT clinicians broadly, and with a specific eye towards illuminating the cultural congruence and incongruence of PCIT training towards the goal of serving Black families. Methods: A racially diverse (Black Results: Several themes were identified including a corroboration by clinicians across racial groups regarding perceptions of high-quality but very White-normed training experiences, the need for more Black PCIT clinicians, and inadequate preparation for tailoring PCIT towards Black families. Additionally, while other research suggests that Black clinicians feel adept at culturally interpreting certain PCIT language and larger concepts they deemed inappropriate for servicing Black families, current findings suggest that both White and Asian American clinicians reported less confidence in knowing how to address the unique needs of Black families with PCIT. Quantitatively, significant differences were found in the level of perceived cultural competence between White and non-White clinicians. Discussion: Overall, this study highlights areas for growth in PCIT training and the development of a diverse body of PCIT clinicians able to meet the needs of Black families. Implications for clinical training development and implementation, as well as clinician recruitment and retention, are discussed.