On a culturally humble psychoanalytic supervision perspective: Creating the cultural third.

Abstract

What is the role of cultural humility in psychoanalytic supervision? In this article, we address that question. While culture has been recognized as central to supervision practice (e.g., Tummala-Narra, 2004), the psychoanalytic supervision literature remains highly limited in addressing issues related to culture and diversity. In what follows, we present a psychoanalytic supervision perspective that is anchored by the construct of cultural humility. Cultural humility is defined, 10 conceptual/practice guideposts of a culturally humble supervision view are proposed, 2 supervision case examples are described, and some supervision/cultural humility research hypotheses are proposed for possible empirical study. Teaching supervisees about and modeling cultural humility is considered to be preparatory education for the creation of a cultural third. Realizing cultural humility via supervisory interaction involves the opening of a supervisor-supervisee third space whereby cultural meanings and experiences are welcomed and can be explored, examined, and experienced anew. This supervision cultural third ideally becomes a prototype for the supervisee/ patient's own creation of a treatment cultural third.

Multicultural and Social Justice Competence in Clinical Supervision

“…According to Hook et al (), cultural humility within the supervision context can be characterized by (a) supervisors refraining from assuming an elevated stance (related to one’s beliefs and worldview) and (b) supervisors recognizing their limitations and striving toward greater learning of others’ cultures. When practiced, cultural humility leads to a “cultural third—a unique space where cultural meanings and experiences are welcomed, respected, and privileged and can be openly explored and examined for their treatment/supervision significance” (Watkins & Hook, , p. 488). Questions a supervisor can ask when considering the supervisory relationship include the following: How am I feeling about the relationship, and what evidence do I have of the supervisee’s feelings about the relationship?…”

Cultural humility and the teaching of psychology.

“…When working from a cultural humility framework (Watkins & Hook, 2016), the student serves as the expert and acts in the sole position to convey their experience as a multicultural being. In multiple studies, cultural humility benefited clients in psychotherapy, facilitating stronger working alliances, higher rates of improvement, and repair of interpersonal ruptures.…”

A critical‐cultural‐relational approach to rupture resolution: A case illustration with a cross‐racial dyad

“…By pitching ruptures as either personal or cultural, an artificial stratification is imposed that in effect minimizes the role that culture plays. When both therapist and client are viewed as culturally embedded and culturally constructed, culture itself can be seen as an internalized object that shapes each individual's perspectives, beliefs, values, and their sense of self and other (Watkins & Hook, 2016). Using this lens, all ruptures can be regarded as inherently cultural.…”