Multicultural Competence–Focused Peer Supervision: A Multiple Case Study of Clinical and Counseling Psychology Trainees

Abstract

In this longitudinal, qualitative case study, 21 clinical and counseling psychology trainees met in leaderless peer supervision groups for 1 training year to discuss multicultural aspects of their clinical work. Peer supervision sessions were audio recorded and transcribed, and the content was analyzed using thematic analysis. Results indicated that, despite the absence of experts to facilitate discussions, participants were able to focus on multicultural issues and generally benefited from this type of peer supervision.En este estudio de caso longitudinal y cualitativo, 21 alumnos de psicología clínica y consejería se reunieron en grupos de supervisión entre pares sin líderes durante un año de su formación para discutir aspectos multiculturales de su trabajo clínico. Se grabó y transcribió el audio de las sesiones de supervisión entre pares, y luego se analizó el contenido usando un análisis temático. Los resultados indicaron que, a pesar de la ausencia de expertos para facilitar las discusiones, los participantes fueron capaces de centrarse en los temas multiculturales y generalmente se beneficiaron de este tipo de supervisión entre pares.Palabras clave: supervisión entre pares, supervisión en grupo, competencia multicultural, consejeros en formación, supervisión regresiva

Collegial, Competent, and Consultative Supervision: A Peer Supervision Approach for School Counselors

“…The first C, collegial, refers to how school counselors’ presence with their colleagues in peer supervision facilitates a supervisory relationship. Collegiality reflects a developed form of interaction that is nonhierarchical and values peer-led and -guided interactions, such as taking turns to present or facilitate discussion (Somerville et al, 2019; Stoltenberg, 1981). School counselors promote collegiality by being collaborative and supportive in the learning environment and providing a sense of safety when sharing and discussing issues from their practice.…”

Supervisión en psicología clínica: Una revisión sobre estudios empíricos 2012-2021

“…Al respecto, la investigación de Reichelt et al (2015) indicó que es fundamental crear una estructura segura y de aceptación que facilite la apertura y sinceridad de los estudiantes, y animarlos a seguir sus propias ideas teóricas y profesionales preferidas. Otra modalidad de supervisión grupal es entre pares, sin supervisor, y ha permitido la comprensión de aspectos multiculturales de los casos clínicos (Somerville et al, 2019). Por su parte, Urmanche et al (2021) establecieron comparaciones entre la supervisión grupal centrada en las terapias cognoscitivo-conductuales y las centradas en el apego.…”

Türkiye’de Psikolojik Danışmada Süpervizyon Konusundaki Çalışmaların İncelenmesi

“…When the studies in the literature are examined, the role of the supervisor in the supervision process (Sarıkaya, 2017), supervision relationship (Meydan, 2019), supervision models (Meydan, 2014), supervision methods and techniques (Büyükgöze-Kavas, 2011;Denizli, Aladağ, Bektaş, Cihangir-Çankaya, & Özeke-Kocabaş, 2009;Zeren and Yılmaz, 2011), students' anxiety levels (İlhan, Rahat, & Yöntem, 2015;Koç, 2013), peer supervision (Lassiter, Napolitano, Culbreth, & Ng, 2008;Somerville, Marcus, & Chang, 2019), evaluation of the supervision process (Amanvermez, Zeren, Erus, & Genç, 2020;Daniels & Larson, 2001;Erbaş et al, 2020;Koçyiğit Özyiğit & Erkan Atik, 2021), the effect of supervision on the self-efficacy of counselors (Aydın, 2021;Bakalım, Şanal-Karahan, & Şensoy, 2018;Şeker, 2019;Sarıkaya, 2017). These studies draw attention to important components both in the evaluation of the supervision process and in the effective execution of supervision.…”