Processes that Inform Multicultural Supervision: A Qualitative Meta‐Analysis

Abstract

As the fields of counseling and psychotherapy have become more cognizant that individuals, couples, and families bring with them a myriad of diversity factors into therapy, multicultural competency has also become a crucial component in the development of clinicians during clinical supervision and training. We employed a qualitative meta-analysis to provide a detailed and comprehensive description of similar themes identified in primary qualitative studies that have investigated supervisory practices with an emphasis on diversity. Findings revealed six meta-categories, namely: (a) Supervisor's Multicultural Stances; (b) Supervisee's Multicultural Encounters; (c) Competency-Based Content in Supervision; (d) Processes Surrounding Multicultural Supervision; (e) Culturally Attuned Interventions; and (f) Multicultural Supervisory Alliance. Implications for practice are discussed.

Multicultural and Social Justice Competence in Clinical Supervision

“…To date, the MSJCC model (Ratts et al, 2015) has not been fully explored as a supervision framework, so this article represents a first attempt to explore possible applications of the model for clinical supervision. Perhaps because of the complexity of multicultural supervision (Arczynski & Morrow, 2017;Falender, Burnes, & Ellis, 2013;Tohidian & Quek, 2017), as well as the challenges related to measuring cultural competence (Kumaş-Tan, Beagan, Loppie, MacLeod, & Frank, 2007), there is a lack of clear evidence for the integration of multiculturalism and advocacy in clinical supervision.…”

From Knowing to Doing: Guidelines for Socioculturally Attuned Family Therapy

“…Increasingly, family therapists are considering how to responsibly integrate larger contextual awareness and commitment to social justice into training and clinical work (e.g., Baumann, Domenech Rodíguez, & Parra‐Cardona, ; D'Arrigo‐Patrick, Hoff, Knudson‐Martin, & Tuttle, ; Parker & McDowell, ; Sutherland et al., ). Supervisors and training programs are looking for ways to promote cultural sensitivity, global awareness, and equity (e.g., Allan & Poulsen, ; Falender, Shafranske, & Falicov, ; Hernández & McDowell, ; McGeorge, Carlson, Erickson, & Guttormson, ; Platt & Laszloffy, ; Tohidian & Quek, ; Winston & Piercy, ). Preparation for just practice frequently includes development of emotional reflexivity, person‐of‐the‐therapist work, and strategies for dialogue across differences (Aponte & Kissil, ; Garcia, Košutic, & McDowell, ; Hardy & Bobes, ; McGeorge & Carlson, ; Nixon et al., ; Watts‐Jones, ), as well as attention to nuances of power and meaning in each person's intersecting contextual niche (Addison & Coolhart, ; Falicov, ; George & Stith, ).…”

Tema-tema Pengalaman Perjumpaan Antarbudaya Mahasiswa Perantauan sebagai Bahan Perancangan Psikoedukasi Keterampilan Budaya

“…dikembangkan demi membantu mahasiswa perantauan menyesuaikan diri di daerah perantauan. Intervensi dapat berupa psikoterapi atau konseling (Amalia et al, 2017;Tohidian & Quek, 2017), pelatihan kompetensi antarbudaya (Deardorff, 2009;Jackson, 2015), dan pengembangan kurikulum pengajaran di pendidikan tinggi (Otten, 2003;Punteney, 2016). Penelitian ini berfokus pada pelatihan kompetensi antarbudaya, karena pelatihan atau psikoedukasi semacam itu yang disarankan oleh penggagas teori psikologi gegar budaya (Ward et al, 2001).…”

“…Sebagian mahasiswa perantauan mengalami kesulitan dalam meningkatkan keterampilan penyesuaian budaya tersebut, sehingga membutuhkan intervensi berupa pelatihan atau psikoedukasi (Ward et al, 2001). Jika para peneliti atau praktisi ingin merancang suatu intervensi terkait proses perjumpaan antarbudaya mahasiswa perantauan, maka isi intervensi perlu didasarkan pada pengalaman nyata yang relevan bagi mahasiswa perantau (Jackson, 2015;Li et al, 2018;McKinley, 2019;Tohidian & Quek, 2017).…”