Incorporating an acculturation perspective into the Integrative Developmental Model (IDM) in supervising international trainees.

Abstract

This article provides international psychology trainees' experiences with and their perspectives on supervision. Using 3 illustrative exchanges of supervisory relationships from international trainees at different training stages, we highlighted the need for considering the acculturation and professional dual developmental processes in international trainees. We argue that the Integrative Developmental Model (IDM) is a promising framework that can further integrate the perspective of acculturation for supervision with international trainees. Implications for understanding these normative, dual developmental processes on supervision for both supervisors and supervisees are further discussed. Public Significance StatementCurrent theories and models of supervision have not adequately addressed the needs of international trainees, who represent an increasing number in the mental health fields of study. The authors provide real-life supervision exchanges in urging supervisors to apply principles of cultural humility to understand both the acculturative developmental needs and the professional needs at each IDM level for international trainees.

International Counseling Doctoral Students' Teaching Preparation: A Phenomenological Study

“…Paradoxically, cultural and linguistic novelties could potentially affect participants' understanding of and communication to their students. This finding further corroborates the consistent theme in the extant literature concerning international counselor trainees' cultural adjustment and English-language proficiency challenges (e.g., Lau & Ng, 2012;Ng & Smith, 2009), particularly as related to their counseling self-efficacy (e.g., C. and clinical supervision (e.g., D. Li et al, , 2019Woo et al, 2015;Zhou et al, 2019). Cultural and linguistic differences not only directly affected our participants' experiences but also shaped their own and others' perceptions about these differences.…”

“…Relatedly, supervision needs and preparation for international students in counseling and counselor education have gained increased attention (Lau et al, 2019;D. Li et al, 2018;McKinley, 2019;Woo et al, 2015;Zhou et al, 2019). Mentorship of international students in specific counseling programs also has been broached (Asempapa, 2019).…”

Professional identity development of international counseling doctoral students: A hybrid approach of deductive and inductive thematic analysis

“…As such, when doctoral students are first exposed to new roles (e.g., doctoral student, counselor educator, supervisor), the interplay between new roles (new culture) and old ones (culture of origin) may appear to the forefront of new trainees’ awareness, which stands in contrast to more advanced trainees who may have had a more synthesized, integrated identity so the navigation of specific roles receded to one's background. Particularly for international trainees, they simultaneously navigate between heritage‐culture maintenance and receiving‐culture participation at the personal level (Zhou et al., 2020), which may further amplify the salience of this integration of multiple roles.…”

“…• Use Dollarhide et al's (2013) model as a broad framework to observe, track, and assess doctoral students' professional identity development • View acculturation as occurring at two levels: personal and professional (D. Li & Ai, 2020;D. Li & Lindo, 2022;Zhou et al, 2020) • Take the initiative to broach acculturation-related discussions (D. • Contextualize acculturation in the broader, multilayered environment (Joshi et al, 2021) • Create peer support groups or inform existing support groups of unique needs of international counseling doctoral students (Jang et al, 2014)…”

Clinical supervision within the primary care behavioral health model: What we know and where we need to go.

“…The integrative developmental model (IDM) is not only empirically supported, but it is the most commonly used model of supervision due to its applicability across a variety of clinical settings (McNeill & Stoltenberg, 2016). The IDM approach to supervision posits “… personal and professional growth through a developmental lens” within three specific levels (Zhou et al, 2020, p. 325). Depending on the developmental level of the learner and the clinical setting, the role and responsibilities of the clinical supervisor will shift.…”