Supervisors’ Experiences of Providing Difficult Feedback in Cross-Ethnic/Racial Supervision

Abstract

Seventeen clinical supervisors were interviewed regarding their experience of providing difficult feedback in cross-ethnic/racial supervision, and their responses were analyzed using consensual qualitative research (CQR). European American supervisors described supervisees of color who had difficulty in their clinical work with culturally different clients. These supervisors then shared with supervisees their concern that supervisees' interpersonal skills may negatively affect their clinical and/or supervision work. Supervisors of color described European American supervisees who exhibited insensitivity toward clients of color in session or during supervision. These supervisors shared their concern that supervisees' lack of cultural sensitivity may negatively affect their clinical work. These contrasting feedback experiences had a profound effect on supervisory relationships and the processes within supervision.

Supervision As Pedagogy: Attending to Its Essential Instructional and Learning Processes

“…Constantine and Sue (2007), for example, identified supervisors holding back on critical feedback for fear of being perceived as a racist as a microaggression. Burkard, Knox, Clarke, Phelps, and Inman (2014) have demonstrated the challenges supervisors experience when delivering cross-racial/ethnic supervision. This seems to speak to the importance of the supervisor continually monitoring and improving his or her multicultural competence.…”

“…For example, the supervisee who is provided feedback concerning implicit racial attitudes that the supervisor is observing (see, e.g., Burkard et al, 2014) has an opportunity to engage in reflection that may result in seeking yet more external feedback. As well, routinely obtaining client feedback has been shown to increase treatment effectiveness (Lambert & Shimokawa, 2011;Shimokawa, Lambert, & Smart, 2010), and can have important effects on the supervisee as well (see Reese et al, 2009).…”

Culturally Affirming Clinical Supervision in Graduate Field Education: Enhancing Transformative Dialogue in the Supervisory Dyad

“…Several researchers have initiated a movement to push for supervision practice being derived from empirically support models of competency-based clinical supervision (Falender & Shanfranske, 2014). Others contend that the power based relationships created by supervisory structure are inherently problematic, arguing for increased transparency, reflexivity and socially just supervision practices (Burkard, Knox, Clarke, Phelps, & Inman, 2012;Constantine & Sue, 2007;Hair & O' Donoghue, 2009). Unfortunately, the polarities that surface during efforts towards problem resolution are reflective of the dilemmas in defining supervision, representing the ongoing perplexity surrounding the purpose of supervision.…”

“…Navigating the differing identities of supervisors, supervisees and clients creates complexities that directly impact the supervisory relationship (Burkard, Knox, Clarke, Phelps & Inman, 2012;Ober, Granello & Henfield, 2009). Engaging in dialogue around identity, power and privilege disrupts the typical teacher-learner supervisory hierarchy, creating awkwardness and discomfort for many supervisors (Burkard, Knox, Clarke, Phelps & Inman, 2012;Hair & O' Donoghue, 2009;Pack, 2012).…”

“…Engaging in dialogue around identity, power and privilege disrupts the typical teacher-learner supervisory hierarchy, creating awkwardness and discomfort for many supervisors (Burkard, Knox, Clarke, Phelps & Inman, 2012;Hair & O' Donoghue, 2009;Pack, 2012). When the supervisee is a student intern, it becomes even more challenging for supervisors to dismantle the academic dynamic.…”