This article describes the supervision process between a Hmong-American supervisor and a Chinese international trainee who provided clinical treatment to a Southeast Asian refugee client. The international trainee encountered difficulties with relating to the client and appropriately integrating cultural factors into clinical work. Retrospective analysis of the trainee's experience illuminated three factors that unpacked cultural factors related to the international trainee's professional identity, increased the trainees clinical effectiveness, and improved her clinical development. These include the supervisor's use of the multicultural orientation framework (Owen, Tao, Leach, & Rodolfa, 2011), cultural discussions, and supervisor selfdisclosure. As a result, the trainee demonstrated an increase in her cultural humility, cultural comfort, and her ability to utilize cultural opportunities in sessions. Recommendations for supervision training and research are provided because they relate to supervising international trainees.
Public Significance StatementThis article identifies several supervision techniques that enrich the understanding of supervising counseling psychology trainees with international backgrounds. Supervisors may initiate discussions about different cultures and share appropriate personal and professional experiences to help improve novice therapists' self-confidence and clinical effectiveness. The discussions in this study also underscore the pivotal role of developing therapists' abilities to counsel culturally diverse clients.
Antiracism education can be a transformative experience for White college students. However, the process of learning can engender strong reactions (e.g., defensiveness) that disrupts participation. Though some White students are more successful in moving closer toward an antiracist position, little is known about this group. This gap in knowledge is concerning given that the design and effectiveness of antiracism education is potentially contingent on understanding the makeup of White antiracist students and characteristics that may contribute to their antiracist development. Thus, the purpose of this study was to elucidate the characteristics of White antiracist college students. Particularly, White-identified college students (N = 259) were categorized into an antiracist or nonantiracist group and assessed for group differences across several individual characteristics. The findings suggest that White antiracist college students differed from nonantiracist White students in important ways that may empirically inform antiracism education and aid the work of antiracism college educators.
In this paper, we present a model for comparing groups on scale score outcomes. The model has a number of features that make it desirable for analysis of scale scores. The model is based on ordinal regression, hence it is able to capture the shape of the data even when the data are highly discrete, or display marked ceiling or floor effects. Additionally, the model incorporates hierarchical modelling to create accurate summaries of the differences in the scale scores across groups. Statistically, the model assumes the data are ordinal, and hierarchically estimates the entire distribution of each group using factor smooths. Substantively, the model is capable of: estimating location-based, dispersion-based and ordinal descriptives estimates for each group; estimating the uncertainty about these estimates; and performing pairwise comparisons of the different estimates. The estimation method is Bayesian, however, we have created a GUI-based application that users may install on their computer to run the model, reducing the barrier to applying the method. The application takes in the raw data and user input, runs the model, and returns multiple model-based graphical summaries of patterns in the data, as well as tables for more precise reporting. We also share code that allows users extend the model to additional research contexts.
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