This study investigated what helped and what hindered in cross-cultural supervision. The participants were 25 visible minority graduate students and early counseling professionals. They were individually interviewed according to an expanded version of Flanagan’s critical incident technique. The most frequently cited positive themes were subsumed in five key areas: (a) personal attributes of the supervisor, (b) supervision competencies, (c) mentoring, (d) relationship, and (e) multicultural supervision competencies. The most frequently reported negative themes were grouped into five areas: (a) personal difficulties as a visible minority, (b) negative personal attributes of the supervisor, (c) lack of a safe and trusting relationship, (d) lack of multicultural supervision competencies, and (e) lack of supervision competencies. The results support a person-centered mentoring model of effective supervision.

This study investigated immigrant Chinese Canadian mothers' involvement in the education of their children with disabilities. Semistructured interviews were conducted with 10 recent immigrants. Thirteen categories emerged, which were subsumed under 4 thematic areas: (a) challenges in adapting to a new environment, (b) limited English proficiency, (c) different views toward education, and (d) involvement in the children's education. Implications of the findings are discussed in terms of enhancing home–school communication and addressing obstacles to intercultural communication faced by teachers and immigrant parents.

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The current article discusses cross‐cultural barriers encountered by immigrant clients. Adjustment issues in the following areas are discussed: psychological effects of moving to a new culture, communication, and employment.

Overwork and workaholism among Japanese corporate workers and related psychosocial issues are explored. Ishiyama's (1989) model of self-validation is used as a conceptual framework. The Japanese culture and the corporate structure are treated as the context in which social pressure for overwork and obsessive work-preoccupation are espoused. The authors examine the nature and consequences of overwork and career-centered self-validation, in terms of family, marital, and existential issues, as well as stress and karoshi (death by overwork).Implications to counselling and social and systemic change are discussed.