Ethical supervision: Harmonizing rules and ideals in a globalizing world.

Abstract

With the rapid pace of globalization, psychologists internationally are experiencing complex ethical challenges. This paper explores the history and evolution of ethics and multiculturalism and their effect on the development of supervision practices for psychologists in the United States and Canada. Themes include the importance of harmonizing existing ethical rules or standards with professional ideals when responding to cultural diversity; (a) integrating different social contexts and worldviews of client, supervisee/therapist, and supervisor, and (b) responding in a manner that reflects enlightened rather than unilateral globalization-all within the power differential implicit in supervision. Historical and cultural context; (a) international perspectives, ethical guidelines, and codes, (b) evolving supervision guidelines, and (c) developments toward positive solutions are oudined. Recommendations for the future are formulated regarding graduate student/supervisee training, supervisor training, continuing education, and the development of ethical guidelines for supervision.Since the mid 20th century, the pace of globalization has in creased exponentially. Advances in technology, ease of travel, and political events have resulted in increased international communi cation and collaboration as well as large-scale migrations of per sons to various parts of the world (Sinclair, 2012a). As a result, psychologists face new realities and "live in a world where tradi-

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

“…For example, ethics codes and training mandates are based on an individualistic perspective rather than communal point of view, highlighting dignity of people and persons or the intersections of multiple personal identities (Pickren, Marsella, Leong, & Leach, ). With rapid globalisation, immigration, and multicultural diversity among clients, supervisees, and supervisors, the potential for misunderstanding and strain increases (Falender, Shafranske, & Falicov, ; Pettifor, Sinclair, & Falender, ). Supervisors have been the neglected part of the supervision equation, with even less attention or self‐awareness of their own worldviews and biases, and their attitudes, an essential but often neglected component of competence.…”

“…Tensions and alliance strains arise when supervisors and therapists do not address or model respect for culture and globalisation, or adopt strict unilateral stances rather than harmonising rules with ideals (Pettifor et al, ). For example, cultural tensions may arise from attitudes of enlightened versus unilateral globalisation (Kim & Park, ).…”

“…When a systematic approach is not enlisted, the potential for misunderstandings is heightened. A cascade is unleashed due to the power hierarchy implicit in supervision, the minimal systematic training of supervisors, and lack of attention to attitudes (Falender & Shafranske, ), culture, diverse worldviews, and assumptions (Pettifor et al, ). Increasingly there are reports of inadequate or harmful supervision in the USA (Ellis et al, ; Ladany, ) and Ireland (Ellis, Creaner, Hutman, & Timulak, ).…”

Cracking The Code: A Critical Discourse Analysis Of The Canadian Code Of Ethics For Psychologists

“…These articles feature the CPA Code's development (Sinclair et al, 1987) and its novel features (Sinclair, 1998); the Companion Manual to the third edition of the CPA Code (Sinclair & Pettifor, 2001); applications of the CPA Code to particular areas of practice (Pettifor, 1998), such as prescription privileges and creatively to the context of Shakespeare's Hamlet (Pettifor, 1989); the CPA Code's changes across the first three versions (Sinclair, 2011); adoption of the CPA Code in psychology codes of ethics in other countries (Pettifor et al, 2011); and comparison of the CPA Code to other professional codes of ethics (Sinclair, 1996). Additionally, these scholars have engaged ethics discourse more generally on several topics, including fair and ethical student practices (Pettifor & Saklofske, 2012); dialogue in ethical principles (Pettifor, Sinclair, & Strong, 2005); ethics education (Pettifor, Estay, & Paquet, 2002); ethics and humour (Pettifor, 1982); accountability and quality assurance (Sinclair, 1980;Sinclair & Frankel, 1982); decision-making (Pettifor, 1998); universal or global practices of ethics (Gauthier et al, 2010;Pettifor, 2004aPettifor, , 2004bPettifor & Sawchuk, 2006;Pettifor, Sinclair, & Falender, 2014); historical to current reviews on standards of practice (Pettifor, 1996;Sinclair, 1993Sinclair, , 1996; and professional conduct and discipline (Pettifor & Sinclair, 1991).…”

Lens on International Clinical Supervision: Lessons Learned from a Cross-National Comparison of Supervision

“…An inherent danger in making comparisons such as those in this article is of imposing unilateral globalization rather than one that is enlightened (Kim & Park, 2007) and considers the ideals and ethical principles of the respective country's profession in response to cultural differences (Pettifor et al, 2014). Pettifor and colleagues queried, "How can supervision practices and guidelines respond to situations in which clients, supervisees, and supervisors may have differing cultural values, expectations, and worldviews?"…”