This study consists of a thematic analysis of 19 psychology and counseling Asian and Black faculty who were interviewed concerning their experience teaching graduate level multicultural competency courses (MCCs). The analysis resulted in discovery of five themes related to protective strategies while teaching the course: (a) perspective taking, (b) navigating transparency and self-disclosure, (c) pedagogy for emotional protection, (d) personal self-care, (e) focusing on meaningful opportunities, and (f) leveraging one’s identity. Results suggest that compartmentalizing content on privilege and oppression to the MCC further burdens Asian and Black faculty who teach the course. In addition to the above protective strategies, utilized by faculty of color, we note specific ways in which we note specific ways in which deans, departmental administrators, and White colleagues can support racially minoritized faculty who teach the MCC.
The authors conducted a thematic analysis of interviews with nine faculty who teach career counseling with an emphasis on advocacy and social justice. Participants spoke of their motivations for teaching the course, their strategies to engender excitement about this specialty, and barriers in framing the course through an advocacy lens.
Counsellor educators face complex challenges in the advancement of the counselling profession internationally. One way the counselling profession in Ukraine has been developed is through the use of cross-cultural engagement between local supervisees and U.S.-trained international supervisors. This qualitative study examined the phenomenon of the cross-cultural supervisory experiences of twelve participants involved in transnational distance supervision among Ukrainian supervisees, and their U.S.-trained, non-Ukrainian supervisors. Semi-structured interviews were used to elicit participants’ descriptions of their supervisory experiences. Participants identified commitment to the supervisory relationship, the importance of felt supervisor support, shared resources to promote counsellor growth, and in-person meetings in the supervisee’s context prior to the start of the supervisory relationship as the most important aspects of supervision. The researchers highlight implications and propose recommendations for counsellor educators and supervisors desiring to implement cross-cultural or transnational supervision in different cultural contexts.
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