Culturally Competent and Diversity‐Sensitive Clinical Supervision

Tsui, Ming‐sum; O’Donoghue, Kieran; Ng, Agnes K. T.

doi:10.1002/9781118846360.ch10

Cited by 32 publications

(31 citation statements)

References 21 publications

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“…In New Zealand Aotearoa, value is placed on bicultural policies, the ethics code, and supervision guidelines (New Zealand Psychologists Board, ) with dignity, respect, and cultural safety and influences of the Treaty of Waitangi and Māori culture. However, tensions exist in intra‐cultural and cross‐cultural supervision, highlighting the need for supervisors and supervisees alike to enhance cultural engagement (Tsui, O'Donoghue, & Ng, ).…”

Section: Dynamic Tensions In Clinical Supervision Introduced By Cultumentioning

confidence: 99%

Competency‐based Clinical Supervision: Status, Opportunities, Tensions, and the Future

Falender

Shafranske

2017

Australian Psychologist

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Although competency-based clinical supervision has been adopted in many international clinical training settings, acceptance has been variable with scholarly opinion outpacing actual practice. The transtheoretical molecular model, as articulated by Gonsalvez and Calvert (2014), offers a structure for advancing competency-based supervision and an important contribution, providing for definition of content and processes implicit in supervision practice. Barriers to implementation of competency-based supervision include lack of consensus on effective supervision practices, lack of empirical support for the model, and an absence of systematic training in clinical supervision during the training trajectory. However, the competency-based model, when implemented with fidelity to an explicit approach with designated competencies (Falender & Shafranske, 2017;Gonsalvez & Calvert, 2014) provides essential components for implementation. These include supervisee and supervisor self-assessment of competence as a platform for goal setting, establishment of a collaborative supervisory relationship through this process, attention to the power differential implicit in the relationship, with a promise of transparency in feedback provided through competence assessment and monitoring, attention to diversity and multicultural personal factors, and ethical, legal, and regulatory factors. The process of supervision enhances the supervisee's metacompetence, or awareness of what he/she knows and does not know, and skill development through systematic targeted monitoring and feedback. However, significant tensions arise in balancing multiple supervisor roles and responsibilities involving multicultural and global competence. Steps are proposed to advance supervisor competence within competencybased supervision and the requisite practices are identified that define it as a model for future study and empirical analysis of supervision efficacy.

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Section: Dynamic Tensions In Clinical Supervision Introduced By Cultumentioning

confidence: 99%

Competency‐based Clinical Supervision: Status, Opportunities, Tensions, and the Future

Falender

Shafranske

2017

Australian Psychologist

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“…A key difference for international students, relative to domestic students, is assisting them to integrate their cultural background with their experiences on placements. Tsui, O'Donoghue, and Ng () described how cultural competence in supervision requires supervisors to be aware of both their own cultural background, as well as different cultural practices and worldviews, have skills interacting with people from different cultures, and an attitude that is sensitive and inclusive. Such skills are consistent with Hammer's () acceptance (where a person recognises and appreciates patterns of cultural difference) or adaptation cultural orientation (where a person is capable of changing behaviour in culturally appropriate ways).…”

Section: Discussionmentioning

confidence: 99%

International Psychology Students Use Multiple Strengths to Enhance Their Learning and Performance on Work Placements

Jones

O’Connor

Boag-Hodgson

2018

Australian Psychologist

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Objective: Despite increasing emphasis on work placements in higher education, there has been limited research into international students' experiences in undertaking work placements, particularly for psychology postgraduate students. Moreover, much research on international students emphasises the difficulties they experience. We argue a shift to acknowledging and building on the strengths of international students may bring benefits to both students and workplaces. Our project examined the strengths international postgraduate psychology students brought to their work placements, and the benefits of those strengths for both the students and the workplaces. Method: Semi-structured interviews with eleven international students and six supervisors. Data were analysed using thematic analysis, as part of a qualitative research paradigm. Results: We identified four key strengths international students used to enhance their learning and performance on work placements: intercultural competencies, personal attributes, transition skills, and situation awareness. The use of effective reflection and supervisory practices facilitated the use of these skills. Conclusion: We discuss the implications of our findings for higher education providers using a strengths-based approach to support international psychology students on work placements. We outline suggested changes to student orientation and professional development for supervisors that higher education providers can make to enhance the training and preparation of both students and their supervisors. Further, we suggest that some of these changes would also improve the experience of domestic students.

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“…Ruptures can prove particularly problematic because they possess fester capacity (i.e., if left unaddressed, they can come to be viewed increasingly unfavorably and prove corrosive to the supervisor-supervisee alliance). Because supervision conflict and negative experiences can occur in any supervision relationship, the matter of alliance rupture appears crossculturally relevant (e.g., Bang & Goodyear, 2014;Son & Ellis, 2013;Tsui, O'Donoghue, & Ng, 2014;Wong, Wong, & Ishiyama, 2013).…”

Section: Supervision Alliance Ruptures and Their Importancementioning

confidence: 99%

The Ruptured Supervisory Alliance and Its Repair: On Supervisor Apology as a Reparative Intervention

Watkins

Reyna

Ramos

et al. 2015

The Clinical Supervisor

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In what ways do supervisors repair the ruptured supervisory alliance? In this article, that question is considered, with focus given to one rupture repair intervention: Supervisor apology. Apology/ forgiveness theory and research are integrated with current thinking about supervision alliance rupture and repair. Using the recent conflict transformation research of Kirchhoff and colleagues (Kirchhoff, Strack, & Jager, 2009;Kirchhoff, Wagner, & Strack, 2012) as a building block, the 10 elements of apology are examined vis-à-vis the supervisory situation, and the applicability of the concepts of simple and complete apology for supervision alliance rupture repair are presented. Eight statements that link apology and forgiveness with supervision alliance rupture and repair conceptualization are proposed, and a case example that communicates the reparative effectiveness of supervisor apology is described. Supervisor rupture identification and repair is viewed as being an important competency that involves a supporting knowledge base, skill set, and values core.

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Culturally Competent and Diversity‐Sensitive Clinical Supervision

Cited by 32 publications

References 21 publications

Competency‐based Clinical Supervision: Status, Opportunities, Tensions, and the Future

Competency‐based Clinical Supervision: Status, Opportunities, Tensions, and the Future

International Psychology Students Use Multiple Strengths to Enhance Their Learning and Performance on Work Placements

The Ruptured Supervisory Alliance and Its Repair: On Supervisor Apology as a Reparative Intervention

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