Postmodern Supervision: A Multicultural Perspective

Multicultural Sensitivity and Competence in the Clinical Supervision of School Counselors and School Psychologists

“…It is also beneficial to take this notion a step further and to create a safe environment for supervisees, allowing them opportunities to mature as professionals from their various learning experiences. Gonzalez (1997) asserted that it is permissible for students to be imperfect when it comes to multicultural competency. Gonzalez further stated that his "task in supervision, as in therapy, is to assess what contingencies hinder or facilitate both personal and social constructions that enable generative shifts in perspective, meanings, interpretations, evaluations, and explanations" (p. 380).…”

Multicultural Issues in Predoctoral Internship Programs: A National Survey

“…Some ITDs also requested information regarding ways to most effec-tively provide multiculturally competent supervision to their interns (see Items 22 and 23). and we referred them to resources that discuss general literature (e.g., Gonzalez, 1997;Leong &Wagner, 1994;Martinez & Holloway. 1997;Priest, 1994) and practical strategies and interventions (e.g., Constantine, 1997;D'Andrea & Daniels, 1997;Fong & Lease, 1997) related to this topic.…”

Multicultural Supervision: What Difference Does Difference Make?

“…One objective in supervision, as in therapy, is to identify what contingencies hinder or facilitate both personal and social constructions that enable shifts in perspective, interpretations, and explanations (Gonzalez 1997). Intellectual understanding alone is not enough; supervisors should help facilitate real-life interactions in order for new and established school psychologists to understand and communicate effectively with diverse populations.…”