“Those who learn have a responsibility to teach”: Black therapists' experiences supervising Black therapist trainees.

Abstract

This phenomenological study examined how 12 Black psychotherapists in college counseling centers around the country experienced the supervision of Black therapist trainees. Participants described how their relationships and methods of supervision differed when working in same-race dyads. They reported feeling closer to their Black supervisees in ways that often felt familial. The therapists described serving as mentors for their Black supervisees. They also reported discussing race more frequently in supervision, and they perceived that their Black supervisees felt safer having Black supervisors. The study also suggests implications for the training of ethnic minority therapists and supervisors.

“An Unspoken Level of Comfort”

“…Given the clear implications for the importance of having mentors and educators of color for Black therapists, it would be useful to examine more clearly how sharing the same race of one’s supervisor may enhance or complicate these relationships. A handful of scholars (e.g., Kelly & Boyd-Franklin, 2005; Goode-Cross, 2011b; Jernigan, Green, Helms, Perez-Gualdron, & Henze, 2010) have examined supervisory dyads with two people of color, though both studies looked at relatively small samples and only one exclusively examined these dyads among Black therapists. Future research may help psychologist educators better under the limits and pitfalls inherent in supervisory same-race dyads.…”

“…Recent literature also suggests that Black therapists may be more likely to feel personally invested in their Black clients as well (Goode-Cross & Speight, 2014; Speight, 2012). In short, Black therapists are likely to experience distinct joys and challenges when working with Black clients (Boyd-Franklin, 2003; Goode-Cross, 2011a, 2011b).…”

Diversity and social justice training at the postdoctoral level: A scoping study and pilot of a self-assessment.

“…A special issue of Training and Education in Professional Psychology presented perspectives from a Black female supervisor, Asian American female supervisor, a Latina supervisor, and a Latino supervisor (Butler-Byrd, 2010; Lo, 2010; Lowe & Davis, 2010; Millán, 2010; Reynaga-Abiko, 2010). Racial minority supervisors matched with racial minority supervisees discuss race more often, with a positive result reported by supervisees about 50% of the time (Goode-Cross, 2011; Jernigan, Green, Helms, Perez-Gualdron, & Henze, 2010). Supervisees tend to benefit from culturally responsive supervision regardless of race, but both Black and White supervisors vary in their feedback style based on supervisee race, and White supervisees are more likely to receive culturally responsive supervision (Burkard et al, 2006, 2014).…”

Exploring the Impact of Increasing the Number of Black Men in Professional Psychology

“…Positive experiences with professional psychologists (e.g., vicarious learning experiences) may contribute to young Black men considering this helping profession (Lent & Brown, 1996). Additionally, increasing the number of culturally competent Black male psychologists who work in various capacities in clinical settings, including as clinical supervisors and upper-level administrators (Goode-Cross, 2011), is a critical endeavor for Black communities. This increase in Black male psychologists, particularly those who possess an African/Black psychology lens, represents an important element in the multi-pronged plan to improve mental health outcomes among Black boys and men specifically and Black people generally while also potentially expanding the psychology pipeline for Black men.…”