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All Supervision is Multicultural: A Review of Literature on the Need for Multicultural Supervision in Counseling
Abstract
This paper discusses several aspects of multicultural supervision, reviews current research literature on cross cultural supervision, which would explain why it is important to be competent in multicultural supervision. The paper also describes the roles of the supervisor and supervision techniques that facilitate multicultural supervision. A Case example is provided for a better conceptualization of the techniques involved in multicultural supervision. The paper also addresses areas that need more research and literature within the field of cross-cultural supervision.
... Çok kültürlülük denildiğinde çoğu zaman akla sadece ırk ve etnik köken gelmektedir. Oysaki çok kültürlülük kavramı yaş, sosyoekonomik durum, cinsiyet, etnik köken, cinsel yönelim ve inanç gibi birçok değişkeni kapsamaktadır (Chopra, 2013). Çok kültürlülüğe ilişkin benzer bir sınırlı bakış açısı psikolojik danışma alanında görülebilmektedir. ...
... Çok kültürlü süpervizyonu, süpervizör ve süpervizyon alan kişinin farklı kültürel özelliklere sahip olduğu süpervizyon ortamı olarak tanımlayan Tohidian ve Quek (2017), süpervizyon ortamının çok kültürlülük açısından yeterli olmasını kültürel faktörlerin tartışmaya açılması, kültüre uygun müdahale-teknikler kullanılması ve süpervizyon alan kişinin kültürel farkındalığının değerlendirilmesine bağlamıştır. Özellikle kültürel faktörlerin tartışılması, süpervizyonun sonucuna etki eden önemli etmenlerden birisi olduğundan alanyazında sıklıkla üstünde durulan değişkenlerden olmuştur (Akkurt ve diğ., 2018;Chopra, 2013;Eklund ve diğ., 2014). ...
... Süpervizörlerin çok kültürlü yeterliklere sahip olması ve süpervizyon alanlara kendilerini rahat hissedeceği bir ortam sunması çok kültürlü süpervizyon ile ilgili araştırmalarda sıklıkla geçmektedir. Bunun yanında psikolojik danışmanın çok kültürlü yeterlikleri kazanmasının süpervizörün sorumluluğunda olduğunun altı çizilmektedir (Chopra, 2013 ...
Bu araştırmanın amacı, Rehberlik ve Psikolojik Danışmanlık (RPD) Lisans
Programları kapsamında yürütülen bireyle psikolojik danışma süpervizyon
süreçlerinde çok kültürlülüğe ilişkin süpervizör ve psikolojik danışman adaylarının
görüşlerinin incelenmesidir. Araştırma durum çalışması desenlerinden iç içe geçmiş
tek durum deseni şeklinde tasarlanmıştır. Bu amaçla yedi farklı üniversitede öğrenim
gören 42 psikolojik danışman adayı ve kendilerine süpervizyon veren yedi
süpervizörden veri toplanmıştır. Veriler bireysel ve odak grup görüşmeleri aracılığıyla
toplanmış, veri toplamada araştırmacı tarafından bu araştırma için geliştirilen yarı
yapılandırılmış görüşme formlarından yararlanılmıştır. Toplanan veriler içerik analizi
ile çözümlenmiştir.
Araştırmada elde edilen bulgular kültürün rolü, süpervizyon süreci ve genel
değerlendirme olmak üzere üç kategoride toplanmıştır. İlk kategori kapsamında
katılımcılar çok kültürlülüğün psikolojik danışma süpervizyonundaki önemine
değinmiş ve çok kültürlülüğü tanımlamışlardır. Süpervizyon süreci ile alakalı bulgular
ise süpervizyonda kültürel ögelerin ihmal edildiğini ortaya koymuştur. Bulgularda
ayrıca, katılımcılara göre süpervizyonda kültürel ögelerin yeterince ele alınmama
gerekçeleri ile kültürel ögelerin nadiren ele alındığı bazı durumlara yer verilmiştir.
Buna göre kültür konusu çoğunlukla danışan sorununun kültürle alakalı bulunduğu
durumlarda gündeme gelmektedir. Bu durumlar arasında yapılandırma aşaması,
psikolojik danışman adaylarının farklı kültürel gruplardan danışanlarla teması,
süpervizyon ilişkisi, vaka kavramsallaştırma ve müdahale süreçleri yer almaktadır.
Son olarak katılımcılar Türkiye’deki süpervizyon süreçlerini çok kültürlülük
bağlamında değerlendirmiş; güçlü yanlar, gelişime açık yanlar ve dezavantaj yaratan durumlara değinmiştir. Katılımcılar ayrıca süpervizyonda çok kültürlülüğün
geliştirilmesine yönelik psikolojik danışma alanı, lisans eğitimi ve süpervizyonun
dâhil olduğu ‘Bireyle Psikolojik Danışma Uygulaması’ dersine ilişkin önerilerini
paylaşmışlardır. Araştırmada elde edilen bulgular ilgili alanyazın ışığında tartışılmış
ve uygulayıcılara, eğitimcilere, yasa koyuculara ve araştırmacılara birtakım öneriler
sunulmuştur.
... Çok kültürlü süpervizyon ile ilgili araştırmalarda sıklıkla süpervizörlerin çok kültürlü yeterliklere sahip olması ve psikolojik danışmanlara kendilerini rahat hissedeceği bir ortam sunması gerektiğinden söz edilmektedir. Bunun yanında psikolojik danışmanlara çok kültürlü yeterliklerin kazandırılmasında başlıca sorumluluğun süpervizörlerde olduğunun altı çizilmektedir (Chopra, 2013). Söz konusu ihtiyaçları gerçekleştirmede önceki bölümlerde açıklanan çok kültürlü süpervizyon modelleri süpervizörlere bir çerçeve sunsa da spesifik strateji ve uygulamalar konusunda bu modeller sınırlı kalabilmektedir. ...
... Süpervizyon sürecinde çok kültürlü bir yapının oluşmasında kültürel konuların tartışılmasının önemi çok sayıda araştırmada vurgulanmaktadır (Akkurt ve diğ., 2018;Chopra, 2013;Dressel ve diğ., 2007). Süpervizörün sürecin başında psikolojik danışmanlara kabul edici bir şekilde yaklaşması ve kendisini rahatça ifade etmesine olanak tanıması kültürün tartışılmasını kolaylaştırmaktadır. ...
... Psikolojik danışma sürecinin temel koşullarından biri olan saygı (Rogers, 1946) etkili bir süpervizyon sürecinin de köşe taşlarındandır. Süpervizyonun doğası gereği çok kültürlü yapısı göz önüne alındığında çeşitli kültürel özelliklere sahip süpervizör ve psikolojik danışmanların saygıya dayalı bir süpervizyon ilişkisine sahip olması beklenmektedir (Chopra, 2013). Çok kültürlü süpervizyonda örnek uygulamalar arasında süpervizörün danışanın kültürüne ilgili olmasına ve karşılıklı saygıya yer verilmektedir. ...
Kültürel ögelerin psikolojik danışma alanındaki önemli rolüne yönelik farkındalığın artmasıyla birlikte son yıllarda psikolojik danışmada çok kültürlülük ihtiyaç haline gelmiştir. Psikolojik danışmanların çeşitli kültürel gruplara mensup danışanlara nitelikli hizmet sunması için kültüre duyarlı olması gerekmektedir. Psikolojik danışma eğitiminin kritik bir tamamlayıcısı olan süpervizyon birçok bilgi ve beceride olduğu gibi psikolojik danışmanlara çok kültürlü yeterliklerin kazandırılmasında da önemli rol oynamaktadır. Bu durum göz önüne alındığında Türkiye’deki psikolojik danışma eğitim programları kapsamında sunulan süpervizyon süreçlerinin çok kültürlü unsurları içermesine ihtiyaç olduğu düşünülmektedir. Zira kültürün her bir ögesi açısından zengin bir ülke olan Türkiye’de danışanlara sunulan psikolojik danışma hizmetlerinin çok kültürlülüğü barındırması gerekli görülmekte, bunun da yolunun psikolojik danışma eğitiminin önemli bir parçası olan süpervizyondan geçtiğine inanılmaktadır. Bu bağlamda araştırmanın amacı, çok kültürlü psikolojik danışma süpervizyonuna ilişkin alanyazını derlemek ve süpervizyonda çok kültürlü unsurların dâhil edilmesine yönelik çalışmalara ışık tutacak bilgiler sunmaktır. Bu kapsamda araştırmada kültürel ögelerin süpervizyondaki rolü, çok kültürlü süpervizyon yeterlikleri, çok kültürlü süpervizyon modelleri, süpervizyon ilişkisinde çok kültürlülük ve süpervizörler için çok kültürlü uygulama örnekleri alanyazın ışığında incelenmektedir. Araştırmada ayrıca Türkiye ve yurt dışı alanyazınında çok kültürlü süpervizyon üzerine yapılan bazı araştırmalara yer verilmektedir. Araştırmanın sonuç bölümünde ise süpervizyonda çok kültürlü unsurların daha çok yer edinmesine yönelik birtakım önerilerde bulunulmuştur.
... Research on supervisors working with minority counselors-in-training needs further exploration to include the impact of supervisee acculturation on the supervisory relationship (Akkurt, Ng, & Kolbert, 2018), counselor self-efficacy of international students in training (Suh et al., 2018), and broaching topics of race in the supervisory relationship (White-Davis, Stein, & Karasz, 2016). Thus, supervisors in counselor education need to understand and develop multicultural competency skills to best communicate with their students (Chopra, 2013). ...
... One such relational dynamic is examining how cultural differences may create communication, learning, and relationship barriers in cross-cultural supervision (Chang, Hays, & Shoffner, 2003). However, studies examining the experiences and needs of Racial/ethnic minority supervisees remain limited and only a few researchers have explicitly examined this relationship between White supervisors and Racial/ethnic minority supervisees (Chang, Hays, & Shoffner, 2003;Chopra, 2013;Hird, Tao, & Gloria, 2004). The current study sought to support past research on cross-cultural supervision and to extend that research by identify ways supervisors can foster a healthy supervisee professional development. ...
... In the counseling and mental health fields, clarification of cross-cultural/multicultural perceptions and incorporating multicultural perspectives in supervision is critical to developing a counselor's expertise (Chopra, 2013). When serving the needs of supervisees from different cultures, counselor educators and supervisors should respond to ethnic and cultural issues that their supervisees experience (Cook, 1994). ...
p>Examining the clinical supervision experiences of minority supervisees with different backgrounds than their White supervisors is essential. Weak supervisory relationships can adversely affect a supervisee’s professional competency, which in turn can negatively influence the client. This study explored the experiences of ten Racial/ethnic minority supervisees in a cross-cultural supervision setting. Using consensual qualitative research (CQR), three domains emerged: (a) cultural sensitivity, (b) cultural competency, and (c) relationship building. The outcome of this study highlights the types of training in counselor education that supervisors should consider when working with supervisees from different cultural backgrounds.</p
... Researchers have found that multicultural supervision contributes to more positive outcomes than supervision without consideration for multicultural factors (Chopra, 2013;Inman, 2006;Ladany et al., 2005). For example, supervisees who participated in multicultural supervision reported that supervisors were more likely to engage in multicultural dialogue, show genuine disclosure of personal culture, and demonstrate knowledge of multiculturalism than supervisors who did not consider multicultural concepts in supervision (Ancis & Ladany, 2001;Ancis & Marshall, 2010;Chopra, 2013). ...
... Researchers have found that multicultural supervision contributes to more positive outcomes than supervision without consideration for multicultural factors (Chopra, 2013;Inman, 2006;Ladany et al., 2005). For example, supervisees who participated in multicultural supervision reported that supervisors were more likely to engage in multicultural dialogue, show genuine disclosure of personal culture, and demonstrate knowledge of multiculturalism than supervisors who did not consider multicultural concepts in supervision (Ancis & Ladany, 2001;Ancis & Marshall, 2010;Chopra, 2013). Supervisees also reported that multicultural considerations led them to feel more comfortable, increased their self-awareness, and spurred them on to discuss multiculturalism with clients (Ancis & Ladany, 2001;Ancis & Marshall, 2010). ...
... They also suggest that participants found value in making sense of social justice and using it as a tool to better support clients individually and systemically. Similar to research on multicultural supervision, participants indicated that receiving social justice supervision was a positive experience and impacted personal and professional growth (Ancis & Ladany, 2001;Ancis & Marshall, 2010;Chopra, 2013;Inman, 2006;Ladany et al., 2005). ...
... Bernard and Goodyear (2019) characterized multicultural supervision as a method of conceptualizing multicultural practices for supervisees, addressing cultural factors in supervision, and using racial/cultural identity development models to expand critical thinking. Multicultural supervision has been recommended by scholars as the modality in which all clinical supervision should be conducted (Chopra, 2013;Falender et al., 2013). In fact, Goodyear and colleagues (2016) reflected on the importance of prioritizing multicultural competence in clinical supervision research. ...
... In fact, Goodyear and colleagues (2016) reflected on the importance of prioritizing multicultural competence in clinical supervision research. A multicultural emphasis serves as a vehicle for broaching cultural differences among the client, counselor, and supervisor and also provides a critical developmental opportunity for counselors-in-training to closely attend to the needs of historically marginalized communities (Chopra, 2013;Peters, 2017). Singh and Chun (2010) even suggested that failing to incorporate multiculturalism as a priority and an ethical mandate represents incompetence in supervisory practices. ...
... More specifically, the high frequency of conceptual articles corresponding to different themes (e.g., singular/multiple/intersectional identities and models/frameworks for multicultural supervision) also highlighted the dominance of conceptually focused literature over empirically based studies. Consistent with previous reviews (Bernard & Luke, 2015;Borders, 2005), these findings further emphasize the ongoing need for empirical studies addressing multicultural supervision (Chopra, 2013), and particularly for studies informing appropriate training and guidance for supervisors to implement these abstract multicultural concepts into their practices (Chan, 2019;Peters, 2017). Furthermore, across the data-driven approaches (i.e., qualitative, quantitative, mixed methods), our analysis revealed that multicultural supervision researchers used qualitative and quantitative approaches almost in an equal manner, while mixed-methods approaches were rarely utilized. ...
Utilizing a mixed-methods approach, we examined 14 years of peer-reviewed multicultural counseling supervision literature. Qualitative content analysis revealed six themes (e.g., interventions, supervisor/supervisee compe-tencies) represented among four categories of methodology (e.g., quantitative, conceptual). We discuss the findings with limitations and offer further areas of multicultural supervision research and practice.
... Research on supervisors working with minority counselors-in-training needs further exploration to include the impact of supervisee acculturation on the supervisory relationship (Akkurt, Ng, & Kolbert, 2018), counselor self-efficacy of international students in training (Suh et al., 2018), and broaching topics of race in the supervisory relationship (White-Davis, Stein, & Karasz, 2016). Thus, supervisors in counselor education need to understand and develop multicultural competency skills to best communicate with their students (Chopra, 2013). ...
... One such relational dynamic is examining how cultural differences may create communication, learning, and relationship barriers in cross-cultural supervision (Chang, Hays, & Shoffner, 2003). However, studies examining the experiences and needs of Racial/ethnic minority supervisees remain limited and only a few researchers have explicitly examined this relationship between White supervisors and Racial/ethnic minority supervisees (Chang, Hays, & Shoffner, 2003;Chopra, 2013;Hird, Tao, & Gloria, 2004). The current study sought to support past research on cross-cultural supervision and to extend that research by identify ways supervisors can foster a healthy supervisee professional development. ...
... In the counseling and mental health fields, clarification of cross-cultural/multicultural perceptions and incorporating multicultural perspectives in supervision is critical to developing a counselor's expertise (Chopra, 2013). When serving the needs of supervisees from different cultures, counselor educators and supervisors should respond to ethnic and cultural issues that their supervisees experience (Cook, 1994). ...
Examining the clinical supervision experiences of minority supervisees with different backgrounds than their White supervisors is essential. Weak supervisory relationships can adversely affect a supervisee's professional competency, which in turn can negatively influence the client. This study explored the experiences of ten Racial/ethnic minority supervisees in a cross-cultural supervision setting. Using consensual qualitative research (CQR), three domains emerged: (a) cultural sensitivity, (b) cultural competency, and (c) relationship building. The outcome of this study highlights the types of training in counselor education that supervisors should consider when working with supervisees from different cultural backgrounds.
... Across studies of cross-racial counseling, the following themes emerged about broaching practices and impact: (a) White practitioners broached less regularly with clients of color than their Black practitioner counterparts (Fuertes et al., 2002;Knox et al., 2003); (b) Clients of Color reported benefits to the working alliance and perceived counselor credibility when discussions about race occurred whereas White clients did not (Zhang & Burkard, 2008); (c) Clients of Color working with White counselors indicated compartmentalizing their racial identity to benefit the counseling relationship (Chang & Berk, 2009); and (d) broaching race and racism has generally occurred at low rates (Maxie, Arnold, & Stephenson, 2006). This set of findings highlights the challenges of addressing race for counselors in privileged positions and thus with varying degrees of racial awareness (Chopra, 2013). Absent broaching dialogues, marginalized clients may be compelled to default to dominant cultural norms, including the avoidance of racial topics (Bartoli, Bentley-Edwards, García, Michael, & Ervin, 2015). ...
... Broaching in an introductory supervision session served as one aspect of rapport building, a function consistently recognized by scholars (Cardemil & Battle, 2003;Fuertes et al., 2002;Jones & Welfare, 2017). Reflecting on our overall supervision experience, both supervisor and supervisee attributed their deeper connection and more open style of communication to this exchange (Chopra, 2013). Relatedly, broaching exposed the supervisee to vulnerable feelings around self-disclosure and, when the supervisor also shared information about herself, it brought balance to their relationship. ...
... In addition, this study does not respond to the problem of White supervisors failing to broach race and Whiteness with White supervisees (Hays & Chang, 2003;Hird et al., 2004). Moving forward, researchers should consider addressing the differential purpose and frequency of broaching between individuals with privileged backgrounds (Chopra, 2013). ...
Broaching race, ethnicity, and other cultural factors within supervision can spark growth in supervisor and supervisee cultural responsiveness, enhance client care, and strengthen the supervisory relationship. Despite this promise, supervisorsunderutilize broaching. In the current study, we used autoethnography to explore the broaching process, including supervisor hesitation, supervisee expectations for supervision, and the relational and educational functions of broaching in supervision. The narratives of supervisor and supervisee were analyzed alongside empirical and conceptual work on broaching. Considerations for approaching broaching dialogues and implications for supervision practice are described.
... Unlike content-based courses or professional development opportunities, clinical supervision provides a continuous intimate platform to address and expand a counselor's understanding of social, cultural, and political variables (Bernard and Goodyear 2014), especially when working with clients who have an expansive combination of social and cultural identities. As clinical supervision, and particularly individual supervision, has been acknowledged as central to professional development (Bernard and Goodyear 2014), supervisors have a professional and ethical responsibility to address and discuss multicultural issues and identities (ACA 2014; Bernard and Goodyear 2014;Chopra 2013), as clients have many visible and invisible identities that influence their lives and the counseling process (Bernard and Goodyear 2014). The counseling literature extends beyond responsibility, as it includes many professional benefits to addressing and complexifying a supervisee's multicultural understanding. ...
... The counseling literature extends beyond responsibility, as it includes many professional benefits to addressing and complexifying a supervisee's multicultural understanding. Some benefits include, exploring, normalizing, and validating the process; promoting growth and development by broadening and challenging assumptions, biases, and personalizations; increasing clinical conceptualizations, treatment strategies, and multicultural competence; and modeling and developing critical consciousness (Bernard and Goodyear 2014;Chopra 2013;Fong 1994;Inman 2006). ...
... However, because within the literature on multicultural supervision there is a documented synergy and interplay between diversity and multiculturalism (cf., Bernard and Goodyear 2014;Paone et al. 2015;Soheilian et al. 2014), the concept of multiculturalism here will be defined in relation to diversity, as being, B[a] term denoting the diversity of racial, ethnic, and cultural heritage; socioeconomic status; age; gender; [affectional] orientation; and religious and spiritual beliefs, as well as physical, emotional, and mental [dis/]abilities^ (CACREP 2016b, p. 42). It is important to acknowledge that multiculturalism is rooted in every aspect of the counseling process (Lee 2013;Ratts and Pedersen 2014) and, therefore, multiculturalism is everpresent in clinical supervision (Chopra 2013;Fong 1994). ...
The author discusses the need for counselor educators and supervisors to promote the intersectional nature of identities in counselor trainees and supervisees, especially as supervision serves as the vanguard for professional development and provides a more individually tailored space. This article introduces the concept of multicultural complexity, along with its current dearth in the counseling literature. The utility of multicultural complexity is explored, and recommendations made in the form of sample action plans (Appendix) regarding how counselor educators and supervisors can further incorporate the concept into the practice of clinical supervision.
... Pemahaman yang baik dari seorang supervisor terhadap budaya setempat memudahkan untuk menemukan strategi yang tepat dalam proses pelaksanaan supervisi yang baik. Pernyataan ini didukung oleh (Chopra, 2013) yang menandaskan bahwa perspektif supervisi berbasis budaya semestinya diintegrasikan dalam proses pengawasan. Hal ini dijustifikasi sebagai proyek penting mengingat latar belakang sosial budaya dari yang diawasi juga memiliki pengaruh terhadap keberlangsungan proses supervisi. ...
... Salah satu faktor yang memengaruhi keberhasilan proses supervisi yang dilakukan oleh seorang pengawas terletak pada kesanggupannya untuk memahami sekaligus beradaptasi dengan konteks budaya dari para guru yang disupervisi (Chopra, 2013). Menurut Bordin (1983) sebagaimana dikutip (Inman, 2006) ada tiga komponen penting yang seharusnya diperhatikan dalam proses pengawasan yaitu; 1) terdapat kesepakatan bersama antara supervisor dan klien berkaitan dengan tujuan pengawasan, 2) kesepakatan bersama akan tugas-tugas yang diperlukan untuk mencapai tujuan supervisi, serta 3) adanya ikatan emosional yang baik antara seorang supervisi dan klien (guru). ...
This research is a qualitative research with a case study type. The informants of this study were elementary school supervisors who worked as supervisors in elementary schools in North Rahong District, Manggarai Regency, NTT. The results showed that the culture-based supervision approach carried out by supervisors was in the form of lonto leok culture. The lonto leok culture itself is a tradition that is inherent in the Manggarai people by prioritizing substantive values such as deliberation to reach consensus and the establishment of a relationship of trust between leaders and subordinates. Principals and teachers who were additional informants in this study claimed that this approach had an impact on the success of their professional duties as teachersKeywords: Academic Supervision; supervisor; lonto leok culture; Lonto Leok supervision approach. AbstrakPenelitian ini merupakan penelitian kualitatif dengan jenis studi kasus. Informan dari penelitian ini adalah para pengawas TK/SD yang bekerja sebagai pengawas di SD Se-Kecamatan Rahong Utara, Kab Manggarai, NTT. Hasil penelitian menunjukan bahwa pendekatan supervisi berbasis budaya yang dilakukan oleh pengawas dalam wujud budaya lonto leok. Budaya lonto leok itu sendiri merupakan tradisi yang sudah melekat dalam diri masyarakat Manggarai dengan mengedepankan nilai-nilai subtantif seperti musyawarah untuk mencapai mufakat serta terjadinya hubungan kepercayaan antara pimpinan dan bawahan. Kepala sekolah dan guru-guru yang menjadi informan tambahan dalam penelitian ini mengklaim bahwa pendekatan tersebut memiliki dampak pada keberhasilan tugas keprofesional mereka sebagai guru.Kata Kunci: Supervisi Akademik; Pengawas; budaya lonto leok; pendekatan supervisi lonto leok
... • recognising and attending to difference and cultural diversity and developing the supervisee's cultural capability Chopra, 2013;; ...
... For instance, Item 7 (acknowledging and working with cultural diversity) did not load well in both the EFA and CFA results; however, it was considered an essential item in the GSAT due to the recognised impact cultural competency has on the outcomes of the supervisory working alliance Flicking et al., 2019;Hamilton et al., 2022;McMahon, 2020). Literature suggests that responses to the cultural diversity item may be reflective of the significant variance in the levels of multicultural awareness within the helping professions (Adams et al., 2022;Chopra, 2013;King & Summers, 2020;Moleiro et al., 2018), coupled with the quality and consistency of supervision training regarding race, culture, privilege, prejudice, and diversity (Falender et al., 2015;Grus et al., 2016;McMahon & Hevey, 2017;Patallo, 2019). ...
Clinical supervision is essential in developing and supporting the helping professions and is critical for delivering ethical, safe, and effective human services. Clinical supervision is widely acknowledged as a distinct professional activity, with numerous professions developing definitions of supervisor competencies for effective supervision delivery. The increased focus on competency and capability frameworks for the supervising disciplines has highlighted the critical need for accessible, relevant, and valid means of measuring clinical supervisors’ efficacy. While there have been many advances in this field, a noticeable gap in the availability of agile, reliable evaluation tools that provide multiple reflective lenses, are valid for use across diverse workforces, benchmark core competencies, and are freely accessible, has remained.
Initiated by a multidisciplinary team, the Generic Supervision Assessment Tools (GSAT) is designed to fill this gap. The GSAT assesses the core supervisor competencies that are fundamental for the delivery of effective clinical supervision, regardless of profession or practice setting. Consisting of three tools (GSAT-SR Supervisor, GSAT-SE Supervise and GSAT-A Assessor) the GSAT is designed to capture and triangulate multiple reflective lenses to enhance reflective feedback. Through this body of research, I developed, piloted, and psychometrically validated the GSAT, to test its efficacy across a broad cross section of supervising professions.
Four sequential studies informed the final validation of the suite of GSAT tools.
Study 1 encompassed the theoretical development of the GSAT and included a systematic review of the literature, internal and external expert review of the draft GSAT competency items, and piloting of the GSAT tool with a multidisciplinary cohort.
Study 2 tested the initial psychometric properties of the GSAT for supervisors (GSAT-SR) and supervisees (GSAT-SE) through exploratory factor analysis (EFA) carried out on the 32 GSAT-SR items, with principal components analysis (PCA) as the extraction method. Twelve supervising professions including social work, dietetics, counselling, psychotherapy, psychology, nursing, medicine, occupational therapy, and lived experience practitioners across Aotearoa, New Zealand and Australia were recruited, resulting in a sample of 479 supervisors and 447 supervisees. Supervisor and supervisee datasets were analysed in SPSS using PCA extraction methods and provided a preliminary understanding of the internal reliability and convergent validity of these tools. EFA results indicated the 32 items clearly loaded to a four-factor solution for GSAT-SR and a two-factor structure for GSAT-SE. In both cases, the tools had strong internal reliability and convergent validity with other similar supervision rating tools and strong face validity.
Study 3 established the final structure and validity of the GSAT tools through confirmatory factor analysis (CFA) of the supervisor and supervisee GSAT based on the refined EFA models. A second independent participant pool of 182 supervisors and 186 supervisees was recruited from a diverse demographic of professions to provide the CFA dataset which was analysed with R statistical software version 4.0.2, to confirm the construct validity of the GSAT-SR and GSAT-SE. The findings confirmed that the GSAT-SR (supervisor) consisted of four domains and 26 items, and that the GSAT-SE (supervisee) had two domains and 21 items.
Study 4 evaluated the GSAT-A as a third-party observation assessment tool with the recruitment of 17 supervision dyads to test the GSAT-A as an evaluation tool for use with video observational assessment. The findings confirmed the GSAT-A has strong face validity and usability when combined with the GSAT-SR and GSAT-SE to assess supervisor competency via video. Analysis of the GSAT-A reliability showed very strong internal reliability and interrater reliability. Supervisees rated their supervisor’s competence significantly higher than both the supervisor and third-party assessor; however, there was no significant statistical difference between the supervisor and assessor ratings.
This research confirmed that the GSAT tools are psychometrically valid, demonstrate adequate construct validity, and reflect the hypothesised supervisory competency constructs. Additionally, the results of experience surveys and interviews have been overwhelmingly positive, with participants indicating a high level of user confidence, reporting strong agreement that the GSAT tools are applicable to their practice and measure supervisor competence.
The psychometrically validated GSAT tools make an important contribution to supervision practice. Supported by a GSAT User Guide, the GSAT tools are freely available online (https://www.gsatresources.com/index.html) and are suitable for multidisciplinary workplaces, in that they allow for a comprehensive reliable evaluation of core competencies relevant to supervision across different professions and practice settings.
... Culturally humble clinicians are less likely to avoid discussions about race or minimize the importance of racial-cultural issues when working with REM students (Hook et al., 2017). Supervisors model cultural humility by demonstrating their cultural self-STUDENTS EXPERIENCING MICROAGGRESSIONS 14 awareness and modeling the use of cultural skills to create a supervisory relationship in which supervisees feel safe to address multicultural issues related to clients and the supervision process itself (Chopra, 2013). Through process discussions, Ms. Thomas will teach Emily how to apply these skills to her work with Juan, Rosalia, and other Latinx students at River Park Middle School. ...
... Because of the power differential, it is the responsibility of supervisors to initiate conversations about cultural issues in supervision. Supervisors can prompt self-awareness by initiating focused discussions to examine cultural group memberships and explore issues of power, culture, and privilege (Chopra, 2013;Glosoff & Durham, 2010). This can lead to a discussion of the cultural similarities and differences in the supervisory relationship and how individual social identities will affect power dynamics within the relationship. ...
... In the clinical supervision space, both the supervisor and supervisee bring their own identities and the sociopolitical nature that comes along with the identities into the supervisory space (Chopra, 2013;Fong, 1994). Because of the intercultural nature of the supervisory relationship, a crucial supervisor characteristic is to convey a willingness to engage their supervisees in multicultural conversations and maintain a nonjudgemental stance in order to support supervisees' development and create a multicultural supervisory experience (Gatmon et al., 2001;Hook et al., 2013Hook et al., , 2016. ...
... Clinical supervisors cannot afford to assume what will be most important to the supervisees or clients, as these assumptions can lead to a weakened supervisory relationship and poor working alliance (Haskins et al., 2013;Wong et al., 2013). This is why counsellors and supervisors need to broach (Jones (Chopra, 2013;Fong, 1994;Hook et al., 2013); therefore, it is vital Cultural humility is demonstrated by the clinical supervisor expressing respect, lack of superiority, lack of assumptions and more openness to the individual, and working collaboratively with the supervisee (Hook et al., 2013). When working from a culturally humble stance, the supervisor not only looks at the individual cultural identities but also strives to understand the intersectionality of the identities (Hook et al., 2013). ...
Counsellors are called to appreciate variety within human experience and culture (British Association for Counselling and Psychotherapy, Ethical Framework for the Counselling Professions, 2018). Similarly, counselling and psychotherapy supervisors who support the ongoing development of supervisees are tasked with understanding supervisees in their own cultural context. Supervisees and supervisors bring their own social and cultural identities into the supervisory space. In this study of 94 supervisees, the researchers sought to explore which social or cultural identity supervisees named as most salient in the supervisory relationship and whether the salient identity was one of minoritised or marginalised status. Gender, religion, race/ethnicity, socioeconomic status, sexual orientation or nationality was often listed as most salient. Further, individuals who identified with a minoritised/marginalised race/ethnicity, nationality or sexual orientation were likely to list that identity as most salient in their supervisory relationship. Implications include the importance of respectful inquisitiveness and supervisor readiness to consider a variety of salient social and cultural identities. Given many of these identities are invisible or ambiguous, supervisors who display cultural humility may be best positioned to provide culturally competent supervision.
... Since the perceptions and experiences of supervisees are influenced by an array of cultural influences (Seward 2014), the benefits of bringing multicultural complexities to the forefront of the supervisory relationship are numerous. The advantages include normalizing and validating the process, challenging assumptions and biases, and expanding case conceptualizations and treatment interventions (Chopra 2013;Peters 2017). Supervisees are also more likely to experience self-efficacy in their role as practitioners and express increased satisfaction with their supervision experiences when supervisors introduce supportive diversity dialogue (Inman et al. 2014;Ng and Smith 2012). ...
... Fortunately, the supervision literature provides excellent guidelines for navigating worldview differences within the supervision relationship, which include supervisor engagement with the complexity of diversity issues that arise in international settings (Manathung 2011), supervisor cultural responsiveness (Burkard et al. 2006), and supervisor willingness to initiate discussion of diversity concerns and issues (Pettifor et al. 2014). Additional ways of attending to the multicultural complexities in the supervisory relationship include supervisor-initiated discussions regarding multicultural issues and identities, the exploration of the supervisor and supervisee's social and cultural identities, and the usage of video recordings as a method of viewing non-verbal cultural ways of communication and dynamics (Chopra 2013). As supervisors create safe harbors through openly acknowledging and discussing the expansive social and cultural issues and identities that exist within the supervisory relationship, this can deepen diversity understanding and facilitate improved clinical practices among supervisees and supervisors alike. ...
This phenomenological study explores the ethical challenges experienced by both supervisors and supervisees in transnational settings. Thirty-two participants from sixteen countries completed an open-ended, short-answer survey of their experiences with ethical issues in supervision. Emerging themes were identified and results were sent to participants for review and additional responses. Findings revealed that multiple relationships, mandated reporting, and the lack of cultural discussions within supervisory settings were the most frequently cited ethical concerns identified by participants. The researchers propose specific practices for translating ethics in international supervision contexts that avoids a one-size-fits-all mindset through fostering ethical contextualization and acculturation.
... It is critical to the supervisory relationship to acknowledge cultural differences between supervisor and supervisee as it encourages a safe, open supervisory relationship (Ancis & Marshall, 2010;Inman, 2006). Many authors have recommended acknowledging these differences (Chopra, 2013;Gatmon et al., 2001;Haskins et al., 2013;Inman, 2006;Nilsson & Duan, 2007;Schroeder, Andrews, & Hindes, 2009;White-Davis, Stein, & Karasz, 2016). ...
... This outcome is not surprising when viewed in context of the supervisees' lived experiences; that is, the supervisory dyad is not isolated from the social context of the supervisees' lives, and supervisees of minoritized and/or marginalized identities bring their lived experiences of prejudice and discrimination into supervision with them (Nilsson & Duan, 2007). Findings such as these further emphasize the intercultural nature of supervision and the importance of this work (Chopra, 2013;Fong, 1994). ...
Broaching cultural similarities and differences with genuine, respectful inquisitiveness is an important supervisory intervention. Broaching allows supervisors to acknowledge the relevance of cultural identities and invite supervisee dialogue. Through dialogue, supervisors are tasked with openly receiving what is said by supervisees and working through ideas to maximize the effectiveness of supervision. In this practical article, broaching as an intervention in supervision is described. The importance of clinical supervision, the intercultural nature of supervision, sample broaching prompts, and recommendations for supervisors are also included.
... Recognizing diversity in all its forms and understanding how diversity is related to all aspects of the supervision process requires unique competence above general supervision knowledge and skills (Falender et al., 2004). Multicultural supervision is defined in two ways: a supervisory relationship in which the supervisor and supervisee are of different cultural backgrounds and/or the discussion of multicultural issues in supervision (Chopra, 2013). Supervisors should be sensitive to cultural issues as they emerge in discussions about clients. ...
... More specifically, Bukard and colleagues (2006) found that racial/ethnic minority supervisees felt a personal sense of validation and support and White supervisees reported reduced fear in discussing cultural issues when their supervisors acknowledge cultural issues. A review of studies on multicultural supervision found that almost all of the articles reviewed suggested that multicultural supervision has a positive effect on the supervisor-supervisee relationship and served as an important model in training supervisees to engage in culturally competent psychology practice (Chopra, 2013). ...
Multicultural supervision is defined as a supervisory relationship in which the supervisor and supervisee are of different cultural backgrounds and/or the discussion of multicultural issues in supervision. Attention to cultural issues in supervision is associated with positive supervisory relationships and trainees' development in culturally competent practices. This study investigated school psychologists' training and professional development in supervision and multicultural school psychology as preparation to engage in multicultural supervision. Forty-two school psychologists with experience supervising practicum students or interns of a race/ethnicity other than their own completed a questionnaire that surveyed the following: (a) their training and professional development in supervision, (b) their training and professional development in multicultural school psychology, (c) their knowledge of supervision theory and practice, and (d) their knowledge and use of multicultural supervision techniques. Participants reported receiving little training and ongoing professional development in supervision; however, almost all of the participants had some training in multicultural school psychology. Findings and implications for training programs are discussed.
... Incorporation of multiculturalism in supervision has recently received more attention in the field of counseling, and supervisors are expected not only to be sensitive toward cultural differences but also to initiate discussion on multicultural issues with their supervisees (Chopra 2013). It is believed that failure to address cultural issues in supervision weakens the supervisory working alliance (Chopra 2013). ...
... Incorporation of multiculturalism in supervision has recently received more attention in the field of counseling, and supervisors are expected not only to be sensitive toward cultural differences but also to initiate discussion on multicultural issues with their supervisees (Chopra 2013). It is believed that failure to address cultural issues in supervision weakens the supervisory working alliance (Chopra 2013). Inman (2006) introduced the concept of culturally responsive supervisory relationships, which refers to when supervisors foster an environment that encourages multicultural discussions. ...
International students’ needs and experiences in counseling training and supervision has been an area of interest for several decades; however, there is a lack of research regarding effective approaches for supervising international students. Previous studies concerning the international counseling student population have mainly utilized bivariate analysis, and inconsistent results have been observed among studies examining the same relations, which makes applied implications questionable. More complex analysis to determine the relationships among constructs, which will assist in applied implications, are long needed. Thus, this study was a response to the need to determine if a moderation effect could be observed among key counseling supervision-related variables. The purpose of this study was to investigate whether international counseling supervisees’ perceptions regarding the degree to which the construct of multicultural discussion occurring in their university supervision moderated the relationship among key supervision-related variables, including acculturation, counselor self-efficacy, supervisory working alliance, and role ambiguity in supervision.
... Counseling supervision is a vital part of counselor training, and it, as with counseling, should incorporate multicultural perspectives. Most importantly, supervisors must be culturally sensitive, address multicultural issues in client cases effectively, and educate trainees about multicultural counseling competence (Chopra, 2013). However, individual counselors in Korea may face challenges in finding a proficient multicultural supervisor. ...
This study addresses the pressing need to improve mental health services for the increasing population of international students by enhancing our understanding of multicultural counseling competence. Utilizing the concept mapping methodology, this research identifies effective counselor behaviors necessary for providing optimal counseling services to international students at university counseling centers in Korea. Through interviews with 20 counselors, 78 competence behavioral indicators were identified and organized into six competence clusters across two dimensions: the source of counselor capacity and the direction of counselor efforts. The six identified categories are: (1) Sustaining awareness, attitude, and abilities for international student counseling, (2) Acquiring knowledge to understand international students, (3) Utilizing culturally responsive counseling strategies, (4) Employing procedural strategies to create an open and supportive environment, (5) Engaging in extended roles, and (6) Practicing self-care and professional development. Each competence indicator was evaluated based on its importance and degree of implementation. The findings offer valuable insights that can enhance counseling outcomes for international students by equipping counselors with the necessary competencies to effectively serve this unique population.
... This preference fits with similarity/attraction theory, where similarity in cultural backgrounds can contribute to mutual positive regard (Singh & Ho, 2000). However, a core goal within multicultural supervision is to enhance the potential for stronger supervisory rapport through meeting cultural differences with (Chopra, 2013). Such behavior can be challenging, as past research evidences the potential for cultural differences to be either enriching or limiting, depending on how they are attended to within the supervisory work (e.g., Chircop Coleiro et al., 2022;Jadaszewski et al., 2024). ...
... Participants who expressed their need for supervision training with the theme of multicultural approaches stated that being able to access the ease of consulting faculty members could improve their perceptions of competence. There are studies in the literature that multiculturalism and culture-oriented supervision trainings increase counselors' perceptions of competence and improve the therapeutic process (Chopra, 2013;Gatmon et al., 2001). Participants expressed their views that a guideline or structured counseling modules that can be prepared under the leadership of the ministry or authorized institutions can be useful. ...
This study, it is aimed to examine the problems that arise in the context of cultural sensitivity in the counseling process and the methods of coping with these problems based on the views of school counselors. For the data obtained using the interview technique, which is one of the qualitative research methods. The study included a total of 35 participants, with 25 women and 10 men, who had a minimum of three years of professional experience in private and public schools during the 2021-2022 academic year. Interviews were conducted digitally on the Zoom platform using a semi-structured form developed by the researcher. All interviews were subjected to content analysis. According to the results of the data analysis conducted with the Maxqda 2020 program, the participant's perspective on the concept of cultural sensitivity consists of self-awareness, respect, and acceptance of different cultures. The most important cultural challenges reported by the participants were gender and sex, different value judgments, socioeconomic status, and language. Feelings of inadequacy and desperation were reported as the most intensely felt emotions in the face of these challenges. Participants reported using various methods to overcome cultural challenges, such as consulting colleagues gaining knowledge, and making various suggestions to overcome cultural inadequacies. It is thought that the findings obtained in this study will create an important awareness as it is a first in the literature, and it is hoped that it will contribute to policymakers, counselor educators, counselor candidates, and all counseling professionals in this field.
... May we use supervision as a space for considering difference and diversity, multicultural complexity, intersectionality, and the ways in which our identities may impact the treatment and supervisory situations (Peters, 2017;Scaife, 2019). Since all supervision is inexorably multicultural (Bernard & Goodyear, 2019;Chopra, 2013), preparing beginning supervisors to be multiculturally mindful in their vision and practice of supervision is critical. ...
Becoming a psychotherapy supervisor is no easy feat, and conceptual/practical material and empirical data suggest that beginning (compared to more advanced) supervisors are at their most vulnerable and most apt to struggle with issues of identity, confidence, self-efficacy, and competency development. Beginning supervisors can benefit from being helped to navigate through these normative developmental struggles and being transitionally eased into the supervisory role. We consider one way to make that transition and navigation process easier, presenting a supervisor preparation-positivity-purpose action checklist that is organized around three key areas: educating supervisees about the supervision experience; fostering positive supervisee expectations; and collaboratively formulating reasonable supervision goals. Distributed across those three areas, we identify and elaborate upon 20 specific supervisor actions that provide direction about optimizing supervision’s start. We view this checklist as a ‘handy tool’, a useful seminar/workshop reference resource and guidance sheet for those new to the practice of supervision and for those beginning their training as supervisors.
... Additionally, these models provided generic suggestions and lacked a framework for approaching multicultural issues within supervision (Inman, 2008). As all supervision has been acknowledged as multicultural, attempts have been made to develop more comprehensive cross-cultural models of supervision (Chopra, 2013). The working model of cross-cultural supervision, developed in the field of social work, recommends explicit integration of cross-cultural factors alongside self and relational reflexivity, modelled by the supervisor (Lee & Kealy, 2018). ...
... Toward this end, Hope and Chappell (2015) called for including competencies on sexual orientation in multicultural training due to gaps and shortages among students and practitioners. Chopra (2013) also called for research limited to and specifically about sexual orientation in areas of multiculturalism. In a related vein, little research exists on multicultural supervision regarding disability. ...
The purpose of this study was to examine the differences between counselor supervisors’ and supervisees’ perceptions of the impact of multicultural supervision on client outcome. Counselor supervisors and supervisees may have differences in how much they believe multicultural factors affect client outcome and this study aimed to determine what differences exist. There were 61 participants in the study consisting of faculty, counselor supervisors, counselors, and graduate students in counseling-related fields. The current study found that multicultural supervision/competence alone predicted supervisor perceptions of client outcome. The findings suggest that training in supervision and multicultural supervision is vital to the professional development of counselors and trainees in counseling- related fields. This training is also necessary because of the impact it has on clients. The implications of this study highlight the need to improve the knowledge of those in counseling-related fields as to the importance of multicultural counseling and competence in training. Keywords: multicultural, supervision, counselor self-efficacy
... Group supervision is significant to consider because (a) most supervisees experience group supervision at some point during their training (Bernard & Goodyear, 2019) and (b) it is an inherently multicultural gathering, where the group members-supervisor(s), supervisees, and supervisees' clients-have their own host of intersecting identities (e.g., ethnicity, gender, religion, and sexual orientation) that, in turn, intersect with the identities of others throughout the group process (Chin et al., 2014). If all supervision is indeed a multicultural experience (Chopra, 2013), nowhere is that seemingly more the case than in group supervision. However, the reality remains that the literature on multicultural competence in group supervision is quite limited. ...
The multicultural orientation (MCO) framework, which has shown empirical promise as a pragmatic way to enhance cultural understandings in psychotherapy, appears equally important for psychotherapy supervision: Emerging conceptual/practical work and a bourgeoning base of empirical studies support MCO’s contribution to supervision processes and outcomes. However, virtually all such MCO supervision focus has been on individual supervision. We maintain that MCO, an additive perspective to the attitudes/beliefs domain of the Multicultural Counseling Competencies framework, is just as pertinent for the group supervision of psychotherapy. Because (a) most supervisees receive group supervision at some point; (b) group supervision can be an economical way to address multicultural and social justice issues; and (c) MCO appears to be a fruitful perspective for enhancing cultural understandings, the integration of MCO into group supervision of psychotherapy is a logical next step in advancing multicultural supervision practice.
... Because all psychotherapy and supervision can be deemed multicultural in nature (e.g., Chopra, 2013;Sue et al., 2019), cultural humility has accordingly proven of most interest to psychotherapy and supervision scholars and practitioners. We subsequently examine the cultural humility research in psychotherapy and supervision, providing an empirical status report and research resource for prospective cultural humility investigators. ...
Cultural humility, first introduced a quarter century ago, has increasingly emerged over the last decade as a concept of considerable importance: it has been touted as playing a crucial role in potentially enhancing the relationship in both psychotherapy and supervision, its practice being heartily embraced and roundly recommended. But are those recommendations and that hearty embrace justified? What do the empirical data say? We address those questions subsequently, taking a granular look at studies in which cultural humility vis‐à‐vis psychotherapy and supervision have been examined. Based on our review of 21 psychotherapy/cultural humility studies and seven supervision/cultural humility studies, we offer critique of the research work done thus far (e.g., it being decade delimited and landlocked) and propose recommendations for future treatment and supervision investigations (e.g., internationalising cultural humility research). Because cultural humility appears to be a durable and enduring concept, appears practically beneficial for both the therapy and supervision situations and is increasingly being pursued empirically, such a research report would seem particularly timely and potentially helpful in advancing research.
... Cultural competence in multicultural supervision has been widely examined in the literature (Constantine, 1997;Dressel et al., 2007;Schroeder et al., 2009;Wong et al., 2013). Multicultural supervision refers to situations in which the supervisor, supervisee, and patient differ in one or more of the following cultural variables: race, ethnicity, status, gender, sexual orientation, language, disability, or religion (Chopra, 2013). Multicultural competence in supervision supervisor of Jewish origin) as part of an ongoing research project on Arab-Jewish supervision relationships in medical psychology. ...
Little attention has been given to the cultural and political aspects of the supervisory relationship between Arab Palestinian supervisees and Jewish Israeli supervisors in medical psychology in Israel. This paper presents a focus group of five interns and certified medical psychologists of Arab Palestinian origin who describe their experiences and relationships with their Jewish supervisors. Constant comparison analysis revealed three main themes: fusion between professional and national identities, gaps that go beyond the cultural differences, and a sense of alienation and isolation in the supervision setting. The findings indicate the inevitable presence of the political conflict in the supervision relationship and correspond with findings for other professions such as social work. Clinical and theoretical implications are discussed and practical recommendations for supervisors are offered.
... Additionally, competent supervision working with various cultures is crucial in the development of self-efficacy in supervisees working with culturally-diverse populations [8]. Although multicultural competence is also gained through coursework, supervised clinical training bridges the gap between theory and practice [7]. ...
As of 2017, the number of international immigrants worldwide increased from 220 million to 248 million, and will continue to rise [16]. Growing diversity worldwide requires a stronger emphasis on multicultural competency among mental health professionals. Learning multicultural competency skills is a career-long commitment that begins in practicum training and is modeled and reinforced through supervision. The Multicultural Developmental Supervisory Model (MDSM) is an evidence-based model that focuses on supervisory dyads and multicultural competence [12]. Using the MDSM [12] as a guide reflective of our training, four graduate supervisees share their supervision experiences in learning to conduct clinical interviews in Spanish with undocumented Latinx immigrant minors in government custody in the United States, a rising population with unique clinical considerations. Our supervisor includes her experience in training and fortifying beginning mental health professionals’ skills in conducting these evaluations. In this contribution, we illustrate our trajectory from different training developmental stages, including the process of conceptualizing clinical cases, and transitioning languages in conducting clinical interviews, as well as considering our own cultural identities in clinical work. While our experience focuses on bicultural and bilingual training in the U.S., this aspect of clinical training is growing increasingly relevant around the world, especially in Europe where 54% of tчёёhe population is multilingual [10]. Although we used the MDSM model as a helpful framework in guiding our multicultural development, empirical research is needed to examine the utility of this model.
... Harrell (2014) noted that processes reflective of racial dynamics, or supervisees wanting to respond to clients' sense of invalidation based on their racial group membership, may potentially be more salient for supervisees of color. When supervisors therefore choose not to attend to race-related material, supervisees of color could feel silenced, which could result in feelings of anger, disappointment, a lowered sense of self-efficacy, and a likely rupture in the supervisory alliance (Chopra, 2013). It is important to note that experiencing a lowered sense of selfworth and a diminished sense of personal agency are defining characteristics of racial trauma (Carter et al., 2005). ...
... Understanding the importance of how counsellors' definitions of culture and diversity shape client and counsellor interactions is a key variable in the practice of Mani one's work (Arthur & Collins, 2009;Peters, 2017). Scholars in the field of multicultural discourse remain divided over whether emphasis be placed on cultural norm research (Helms & Richardson, 1997;Sue, 2001) or more inclusive aspects of cultural identity when counsellors engage in case conceptualization with clients (Casas, Park, & Cho, 2010;Chopra, 2013;Hill, 2003;Lee, 2013). The orientation of the counsellor will most likely determine which aspect of cultural competency (the stance of multiculturalism or diversity) will define and shape practice. ...
The focus of this research project explores counsellors’ experiences and application of multicultural competencies when working with diverse clients. Using a descriptive qualitative case study approach (Yin, 2009), thirty professional counsellors engaged in semi-structured interviews. They reflected on various factors drawn upon in developing and incorporating a multicultural base of knowledge to inform their practice when working with diverse clients. This research study examines what it means to be a multicultural counsellor, including their perception of challenges and outcome expectations in developing a multicultural framework to situate their practice, and cultivation of professional resilience in their work with diverse clients. The article concludes with a discussion for future work in the area and presents a broadened scope of counsellor career adaptive behaviors implemented in effectively working with diverse clients.
... Putting it all together, every supervision is indeed multicultural, because the supervisor and supervisee bring to supervision the sum of their intersecting identities (Chopra, 2013). To this end, Ancis and Ladany (2010) developed a model of multicultural supervision competencies (MSC) that utilizes a multicultural framework assessing competencies across six dimensions or domains (Ancis & Ladany, 2010;Ancis & Marshall, 2010). ...
International students enrolled in counseling and psychology graduate programs in the United States constitute a heterogeneous culture-sharing group with unique supervision and training needs. Supervision has been credited as a vital means of support for international students in the development of clinical skills and competencies. Many traditional models of supervision are often utilized when working with international students without regard to the applicability or relevance of such models to this population. Using case vignettes based on true-to-life narratives of the experiences of international students, this article explores best practices for supervising international students in U.S.-based counseling psychology graduate programs. The multicultural supervision competencies model developed by Ancis and Ladany (2010) has been adopted and extended to provide a framework for engaging in the ethical and culturally sensitive supervision of international students.
... Harrell (2014) noted that processes reflective of racial dynamics, or supervisees wanting to respond to clients' sense of invalidation based on their racial group membership, may potentially be more salient for supervisees of color. When supervisors therefore choose not to attend to race-related material, supervisees of color could feel silenced, which could result in feelings of anger, disappointment, a lowered sense of self-efficacy, and a likely rupture in the supervisory alliance (Chopra, 2013). It is important to note that experiencing a lowered sense of selfworth and a diminished sense of personal agency are defining characteristics of racial trauma (Carter et al., 2005). ...
This article is focused on racial trauma as a psychological outcome associated with experiences of racism. Guidelines for clinical intervention are presented and the role of the clinical supervisor is discussed, both as it relates to the therapy treatment and the process of supervision.
... This includes the supervisor not only acknowledging any cultural differences but also seeking to understand the power differentials within the relationship (see Bernard & Goodyear, 2013) and to gain knowledge of the supervisee's cultural qualities, including gender, race, religion, age, sexual orientation, dis(ability), and socioeconomic status (Sue & Sue, 2003). This view was supported by Chopra (2013) in his review of the literature entitled "All Supervision Is Multicultural." He reminded us that multiculturalism should not limit its scope to racerelated issues or we can fall into the trap of the "myth of sameness" (Bernard & Goodyear, 2013, p5;Hardy1990, 17), that is, of ignoring other multicultural factors such as age and gender. ...
The author reviews the literature on supervision and the use of autoethnography as a research method. On this basis she then explores her own ideas for improving cultural reflexivity within models of supervision, with a particular focus on transactional analysis. She suggests that supervisory practice could be enhanced by being aware of the elliptical spaces between personal identity and the professional role, between supervisor and supervisee, and between both individuals and their cultural worlds. Transactional analysis, with its focus on cocreated interactions, offers an opportunity for mutual reflexivity and the application of this elliptical approach.
This study, it is aimed to examine the problems that arise in the context of cultural sensitivity in the counseling process and the methods of coping with these problems based on the views of school counselors. For the data obtained using the interview technique, which is one of the qualitative research methods. The study included a total of 35 participants, with 25 women and 10 men, who had a minimum of three years of professional experience in private and public schools during the 2021-2022 academic year. Interviews were conducted digitally on the Zoom platform using a semi-structured form developed by the researcher. All interviews were subjected to content analysis. According to the results of the data analysis conducted with the Maxqda 2020 program, the participant's perspective on the concept of cultural sensitivity consists of self-awareness, respect, and acceptance of different cultures. The most important cultural challenges reported by the participants were gender and sex, different value judgments, socioeconomic status, and language. Feelings of inadequacy and desperation were reported as the most intensely felt emotions in the face of these challenges. Participants reported using various methods to overcome cultural challenges, such as consulting colleagues gaining knowledge, and making various suggestions to overcome cultural inadequacies. It is thought that the findings obtained in this study will create an important awareness as it is a first in the literature, and it is hoped that it will contribute to policymakers, counselor educators, counselor candidates, and all counseling professionals in this field.
Supervision is an essential aspect of counselor development. Supervisors should have the necessary qualifications to provide effective supervision. The difficulties encountered and ethical problems can make the supervision they provide ineffective or harmful. As emphasized in the supervision literature, supervisors may unwittingly offer ineffective supervision. Therefore, it is thought that there is a need to examine the experiences of the supervisors. This study aimed to present empirical evidence on the challenges and ethical problems faced by supervisors in counseling supervision and ways of coping. For this purpose, the explanatory sequential mixed methods research design was used. The most common challenging factors, ethical issues, and coping methods were obtained from faculty supervisors via a web-based questionnaire. Also, online interviews were conducted with nine volunteer faculty supervisors to delve into their experiences. The most challenging factors were about conducting supervision, supervision methods, and techniques, evaluation, and focus of supervision. The supervisor encounters ethical problems such as confidentiality and privacy, emergency, evaluation process, unprofessional behavior of the supervisee, and multiple relationships. Consultation, getting literature support and having a strong supervision relationship with the supervisee are the most frequently used coping methods. The results of this study provide a framework for supervisors' needs to provide effective supervision. Based on these findings, it is thought that supervisor training will provide a critical contribution to supervisors as to gaining the knowledge and skills they need to cope with these challenges.
Background: England has a multicultural society and so, health professionals will engage with clients from culturally and racially diverse backgrounds. Research suggests that psychological therapists are not adequately prepared or trained to practice cross-culturally, even though multicultural competence is recognised as a key component of mental health policy and professional codes of conduct. In particular, research is lacking on how psychological therapists experience cross-cultural practice in an unlike racial and cultural dyad.
Study aims: The aims of the present research were to explore and understand psychological therapists’ lived experience of cross-cultural practice, and to identify the successful elements as well as the difficulties of cross-cultural therapeutic work.
Design: Seven practising psychological therapists (four White British and three African-Caribbean) were interviewed about their cross-cultural work using a semi-structured format. Their accounts were analysed using Interpretative Phenomenological Analysis (IPA).
Findings: Four themes were identified: (1) The mastering cross-cultural/racial practice; (2) barriers to effective cross-cultural/racial work; (3) cross-cultural/racial learning in practice; (4) supervision/support as a “potential” site for cross-cultural fertilisation. These four themes culminate in the overall finding that: participants felt unprepared and inadequately trained to practice cross-culturally, but over time and with ongoing training and supervision, their experiences shifted progressively to mastery of a range of culturally competent skills. The findings, while supporting previous cross-cultural therapeutic work literature, have also clarified complex and important issues regarding training and supervision.
Recommendations: Within psychological therapeutic cross-cultural work, the initial and ongoing training, learning and supervision of therapists should foster experiential learning and encourage mindful exploration of own racial biases and identity, encouraging personal and professional self-exploration at both individual and group levels. Cross-cultural reflective practice, collaborative
practice and group supervision are seen as a means to reinforce and nurture therapists’ willingness to transform and competently adapt their cross-cultural therapeutic work as required. The innovation of a Cultural Formulation and Supervision Group (CFSG) is proposed as an alternative to mitigate the challenges associated with current one-to-one models of supervision and offers an environment where professionals can willingly and safely discuss difficult situations, self-explore and learn new approaches and skills in a non-judgmental and safe environment.
Supervision is considered a critical component in the development of mental health professionals. Thus, to ensure ethical services are provided to clients, supervisors should integrate multicultural perspectives within supervision. Multicultural and social justice principles, although present in the literature, have not been successfully incorporated into previous process and developmental models as viable enhancers to practitioner growth. The multicultural integrated supervision model presented in this article provides supervisees, supervisors, and counselor educators with methods that elicit deeper appreciation for culturally appropriate relationships and interactions.
La supervisión se considera un componente crítico de la capacitación de profesionales en la salud mental. Por lo tanto, para garantizar que se proporcionan servicios éticos a los clientes, los supervisores deberían integrar perspectivas multiculturales en la supervisión. Los principios multiculturales y de justicia social, aunque se encuentran en la literatura, no se han incorporado con éxito en los modelos anteriores de procesos y desarrollo como potenciadores viables del crecimiento profesional de los consejeros. El modelo de supervisión multicultural integrada que se presenta en este artículo proporciona a los supervisados, supervisores y educadores de consejeros unos métodos que suscitan una apreciación más profunda por las relaciones e interacciones culturalmente apropiadas.
The supervisory relationship is a complex process that entails the evolving identities, worldviews, and expectations of supervisors as well as supervisees. For trainees of Color engaged in racial justice work, issues of power, privilege, and oppression are salient—not only in clinical services but also in the supervisory dynamic. Racial Battle Fatigue (RBF) has been described as the “social-psychological stress responses (e.g., frustration, anger, exhaustion, physical avoidance, psychological or emotional withdrawal, escapism, acceptance of racist attributions)” (Smith, Allen, & Danley, 2007, pp. 552) associated with being a Person of Color and being the repeated target of systemic racial oppression. The current study is a community autoethnography focusing on the experiences of three counseling psychology doctoral-level students and our experiences of RBF in different supervisory processes during internship year. Each of us selected the internship site because of the training emphasis on multiculturalism and diversity, yet our supervisory experiences included support as well as challenges for engaging in racial justice dialogues. Our article reflects the perspective of two racial and ethnic minorities as well as a White ally committed to racial justice work. We describe the supervisory processes that contributed to our RBF and underscore the importance of having supervisors and peers who model and create the space to help us dialogue about privilege, power, identity, and oppression. We highlight the strengths of our internship site and provide recommendations to further enhance multicultural competency in the supervisory relationship. Implications for research, practice, and clinical training are provided.
Supervision is an essential aspect of every counselor's training and professional development. Supervisors are responsible for their supervisees' training and professional development. Taking on a supervisee is a significant responsibility. Counselor supervisors must ensure that they dedicate sufficient time to this role so that supervisees' and their clients' needs are competently addressed. To ensure that the counseling supervision process is a positive and beneficial one for counseling supervisees and their clients alike, this chapter presents several suggestions that are rooted in the relevant sections of the ACA Code of Ethics. These suggestions include: having requisite competence; informed consent; assessing training needs; representation to clients; and attention to ethical, legal, and diversity issues.
As the field of family therapy continues to gain exposure both in the U.S. and abroad, family therapists and their supervisors are increasingly likely to come from diverse cultural backgrounds. This study examines how differences in culture of origin influence supervisory relationships. Twelve individual interviews were conducted with six supervisors and six supervisees who had worked with one or more supervisees or supervisors whose culture of origin differed from their own. The descriptive data was analyzed using the method of constant comparison. Results reflect cross-cultural supervisees' acclimation to a Western/U.S. training context, specific challenges associated with cross-cultural supervision, and ways in which supervisors can sensitively and effectively supervise culturally different supervisees. Implications for education and training in family therapy are presented.
Perceptions of Asian, Black, Hispanic, and Native American counseling and clinical supervisees (N = 225) were used to study the quality of cross-cultural individual therapist supervision. Responses to the Barrett-Lennard (1962) Relationship Inventory were factor analyzed to determine the relationship dimensions that supervisees felt characterized their supervision experiences, and these dimensions were used to predict their satisfaction with cross-cultural supervision. We identified five nonorthogonal dimensions (supervisor’s liking, emotional discomfort, conditional interest, conditional liking, and unconditional liking). The results indicated that the combination of supervisor’s liking and conditional interest consistently contributed to greater satisfaction. Cross-cultural counseling literature is used to discuss the findings.
Family therapy literature has emphasized the importance of examining contextual variables in supervision. This study explored how the talk of race, ethnicity, and culture is accomplished within the supervision session using conversation analysis. Conversation analysis is a naturalistic and descriptive methodology that examines patterns across naturally occurring conversations. The results indicated that the participants accomplished four domains of talk that involved the discourse of race, ethnicity, or culture. These domains included contextual markers, self of the therapist issues, cross cultural issues in the therapeutic relationship and cultural issues affecting the supervisory relationship. Implications for supervision and future directions are discussed.
Perceptions of Asian, Black, Hispanic, and Native American counseling and clinical supervisees ( N = 225) were used to study the quality of cross-cultural individual therapist supervision. Responses to the Barrett-Lennard (1962) Relationship Inventory were factor analyzed to determine the relationship dimensions that supervisees felt characterized their supervision experiences, and these dimensions were used to predict their satisfaction with cross-cultural supervision. We identified five nonorthogonal dimensions (supervisor's liking, emotional discomfort, conditional interest, conditional liking, unconditional liking). The results indicated that the combination of supervisor's liking and conditional interest consistently contributed to greater satisfaction. Cross-cultural counseling literature is used to discuss the findings.
Introduction Perhaps two of the most important changes within counseling and counselor education in the past twenty years have been (a) recognition of the need for a multi-cultural perspective in all aspects of counseling and edu-cation and (b) the evolution of supervision models and practices. Recently, these changes culminated in two sets of competency and standards statements that will most certainly guide counselor preparation and evaluation of counselor practice. The Association for Multicultural Counseling and Development (AMCD) approved a docu-ment outlining multicultural counseling competencies and standards (Sue, Arredondo, & McDavis, l992) and the Association for Counselor Education and Supervision (ACES, 1990) adopted comprehensive standards for eleven aspects of counseling supervision. Now counse-lors are recognizing the need to consider multicultural issues in supervision and methods of multicultural supervision. The multicultural perspective will become essential as we move into the twenty-first century. It is projected that by the year 2010 twelve of our most populous states, containing about half of the nation's young people, will have significant minority populations (Hodgkinson, l992). Thus, the supervision triad of client, counselor, and supervisor will most likely contain persons of differing racial-ethnic backgrounds who are confronting problems and concerns in a diverse social environment. Controversy surrounds the inclusiveness or exclu-siveness of the term multicultural so, for clarity, multi-cultural in this paper will be defined as in the AMCD Standards (Sue et al., 1992), referring to visible racial-eth-nic groups, African-Americans, American Indians, Asian Americans, Hispanics and Latinos, and Whites. Currently, very little descriptive and even less research literature on multicultural supervision is available (Leong & Wagner, in press). This paper will summarize two different aspects of multicultural supervision: the inclusion of mul-ticultural issues during supervision and the multicultural supervisory relationship. Multicultural Issues in Supervision Bernard and Goodyear (1992) advocated that the supervisor is responsible for assuring that multicultural issues receive attention in supervision. Generally, when-ever the client is a minority group member, and some-times when either the supervisee or supervisor is a minority person, supervisors will recognize the relevance of addressing cultural concerns. However, all counsel-ing and supervision contacts have cultural, racial-ethnic aspects which shape core assumptions, attitudes, and values of the persons involved and which may enhance or impede counselor effectiveness. Majority cultural pat-terns and the culture of counseling and psychotherapy are often accepted by the supervisor and counselor with-out thought, what Bernard and Goodyear (1992) label the "myth of sameness" (p. 195). Recent work on white racial identity (Rowe, Bennett, & Atkinson, l994) has underscored the need for majority counselors to develop an awareness of being White and what that implies in relation to those who do not share White group member-ship. Thus, regardless of apparent "sameness", at some point in all supervision, and preferably early in the pro-cess, multicultural issues must be explored. Logical extensions of this view of multicultural supervision are models that advocate supervision as a method to assist multicultural counselor development. As reviewed by Leong and Wagner (in press), these mod-els propose that supervisees move in stages from mini-mal racial-ethnic awareness, to awareness of discrepan-cies between cultures and within self, and then to devel-opment of a multicultural identity. The supervisor's role is to promote supervisee growth by challenging cultural assumptions, encouraging emotional expression, and validating conflict of attitudes and values. These multi-cultural models lack empirical support, but seem to inte-grate well with developmental models of supervision (Bernard & Goodyear, l992) and direct the supervisor to assess the multicultural awareness level of each supervi-see. A number of supervision techniques have been pro-posed to insure that the cultural dimension is addressed, though none have research support (Bernard & Goodyear, l992; Leong & Wagner, in press). Planned discussion of culture and the culture of counseling; exploration of supervisee and supervisor cultural backgrounds; required use of videotape (which provides visual recording of non-verbal cultural components); modeling by the supervi-sor; inclusion of cultural considerations on all intake, case management, and other written supervision reports; and experiential exercises are methods that can be used in individual and group supervision.
Describes the supervisory version of the model that attributes the power for change to 2 factors: the strength of the alliance between the person seeking change and the change agent, and the power of the tasks that are incorporated into the alliance. The working alliance model is discussed in terms of mutual agreements, tasks, and bonds. The building of a strong therapeutic working alliance is a major feature of the change process, and the amount of change that results may be a function of the strength of that bond. The goals of the supervisory working alliance are stated from the supervisee's viewpoint: mastering specific skills, enlarging one's understanding of clients, enlarging one's awareness of process issues, increasing awareness of self and impact on process, overcoming personal and intellectual obstacles to learning, deepening one's understanding of theory, providing a stimulus to research, and maintaining standards of service. The establishment of the contract between supervisor and supervisee should include discussion of goal orientation and of the process by which goals may be achieved (e.g., review of client sessions). Later evaluation may include a review of these goals and satisfaction or dissatisfaction with the established alliance. (23 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Assigned 41 white and 9 black graduate counseling students to 2 groups according to whether they anticipated the supervisory relationship to be more or less facilitative. It was found that those who expected the supervisor to be more empathic, respectful, and congruent did not differ on personality or value dimensions (measured by the Edwards Personal Preference Schedule and the Allport-Vernon-Linzey Study of Values) from those who expected a lower level of facilitation. Students anticipated that the relationship would be even more negative than was found in a previous study. Blacks differed from whites on how they anticipated the supervisory relationship. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Applied J. E. Helms and R. E. Piper's (1994) racial identity models to supervision by exploring how racial issues might be discussed or omitted from supervision when the supervisor and supervisee exhibit various racial identity attitudes. Both the White and People of Color racial identity models describe a range of racial consciousness that an individual might exhibit across the lifespan and in different life situations. Within interpersonal interactions, participants' social conditioning concerning issues of race can become an important aspect of the quality of the interaction. Supervisors who are committed to competent training must be willing to withstand their own awkwardness and discomfort in dealing with race as they teach their supervisees to "break the silence" in revealing and openly discussing their racial identity attitudes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article examines the experiences of seven diverse therapists in a supervision course as they wrestled with the real-world application of multicultural supervision. Existing literature on multicultural supervision does not address the difficulties that arise in addressing multicultural issues in the context of the supervision relationship. The experiences of six supervisory candidates and one mentoring supervisor in addressing multicultural issues in supervision are explored. Guidelines for conversations regarding multicultural issues are provided.
Peer Reviewed http://deepblue.lib.umich.edu/bitstream/2027.42/68473/2/10.1177_0011000083111007.pdf
This study investigated the direct and indirect effects of marriage and family therapy trainees' perceptions of their supervisors' multicultural competence in supervision on the supervisory working alliance, trainees' multicultural competence (case conceptualization abilities in etiology and treatment), and perceived supervision satisfaction. Path analyses revealed supervisor multicultural competence to be positively associated with supervisory working alliance and perceived supervision satisfaction. In addition, supervisor multicultural competence seemed to have a negative effect on trainee etiology conceptualization abilities. Finally, results suggested supervisory working alliance to be a significant mediator in the relationship between supervisor multicultural competence and supervision satisfaction. Findings are discussed within the context of theoretical, empirical, and practical implications for multicultural supervision.
Racial identity in supervision. Counselor Education and Supervision
- D A Cook