Visions and Realities: Supervisee Perspectives of Multicultural Supervision

Abstract

This article provides an overview of the experiences of 4 psychologistsin-training as supervisees in multicultural supervision relationships. Grounded in the supervision and multicultural literature, this article helps both supervisors and supervisees to (a) understand supervisees' needs and perspectives for culturally integrated supervision and (b) discuss multicultural issues during supervision. Recommendations are provided to facilitate the development of effective multicultural supervision.Este articulo muestra un resumen de las experiencias de 4 psicol6gos-en-entrenamiento bajo supervisi6n en relaciones de supervisi6n multiculturales. En base a la literatura multicultural y de supervisi6n, este articulo ayuda a supervisores y supervisados a (a) entender las necesidades de 10s supervisados y sus perspectivas hacia temas que integran la cultura en la supervision, y (b) a discutir temas multiculturales durante la supervisi6n. Se proveen recomendaciones para facilitar el desarrollo de supervision multicultural eficaz.

The Relationship Between Multicultural Supervision, Multicultural Competence, and Multicultural Self-Efficacy and the Effect of Previous Supervisors on the Development of Multicultural Supervision, Multicultural Competence, and Multicultural Self-Efficacy

“…Since the initial call for increased training for supervisors in multicultural issues, there have been several stu.dies n-Oting the importance .of multicultural supervision (e.g. Bernard & Goodyear, 1998;Chen & Bernstein, 2000;D'Andrea & Daniels, 1997;Hird et al, 2001 ). Numer.ous issues impe.de the wi.despread aoop.ti.on .of skills and behaviors associated with multicultural supervision.…”

“…The:re are several reasons why supervisors may fail to provide multicultural supervision (Bhat & Davis, 2007;Constantine, 1997;Cook& Helms, 1999;Gatmonetal., 2001 ), which can negatively affect the provision of multicultural supervision. Failure to pr.ovide multicultural supervision can be .detrimental to the supervisory relati-onship (Carney & Kahn;Dressel, Consoli, Kim, & Atkinson, 2007;Ladany et.al., 1997;Toporek, Orteg.a-Vill.alobos, & Pope-Davis, 2004) leading to power differentials (Hernandez, Taylor, & McDowell, 2009;Hird et al 2001;McRae & 8 Johnson, 1991~ Nelson et .aL, 2006 .and microaggression (Constantine & Sue, 2007;Murphy-Shlgematsu, 2010).…”

“…Through multicultural supervision, supervisees have the opportunity to integr.ate learning from the tr.aining environment into practice (Constantine) and receive feedback on their performance, which can influence their development ofself-efficacy (Lane et .aL~ 1998) .and their .ability to .accurately .assess their performance and determine how to improve (Lent et al, 1998). Hird et al, 2001;Ladany et al, 1999b;Lane et al, 1998;Lent et al, 1998; there has been limite-d resear-ch into these spec-ific skills (Dressel et al, 2000) and what affects the development of these skills. There is some indication that the skills may be related t-0 receiving appr-Opriate multicultural training (Bernard & Goodyear, 1998;Carney & Kahn;D'Andrea et aL, 9 2001; Gatmone.tal., 2001;LaFmmboise& Foster, 1992;Leach& Carlton, 1997;Pope-Davis et al, 1995;Neville et al, 1996;Remington & DaCosta, 1998;Sue et al, 1982), by modeling these tasks and behaviors of previous supervisors {Goodyear & Guzzardo; Ladany et al, 1997; LaFramboise & Foster; Lee et al, 2007;McR.oy e.t al., 1986;Steward, 1998), or thr-ough seeking .on g.oing supervision (Bhat & Davis, 2007), but there has been limited research examining the actual affect .of previous training (Nelson et al ), pre.vi.ous supervisi.on {Ladany et al ), .or ongoing supervision on the development of the skills or behaviors related to multicultural supervision.…”

“…Researchers have focused on the importance of counselors' multicultural competence when working withdients (ConstantLne,200lc;F.assinger .& Richie, 1997;Leach & Carlton, 1997;McRae & Johnson, 1991) (Constantine, 2001 b;Pope-Davis et al, 1995), memberships in professional organizations (Priest, 1994), and supervisors' experience with addressing cultural issues in supervision (Constantine, 2001b;Hird et al, 2001), are ways to increase multicultural competence.…”

“…As increasing amounts of research demonstrates the benefits of multicultural rompetence (D'Andrea, Daniels, & He-ek, 2001;M-cRae & J-ohnson, 1991) -and multicultural self-efficacy (Briones, Tabemero, Tramontano, Caprara, & Arenas, 2009;Harrison, Chadwick,& Scales, 1996;Tsang, 2001) it is important that supervisors develop the necessary skills to provide multicultural supervision that contributes to increasing these characteristic-s in their supervisees. F .ostering multicultural rompetence and multicultural self-efficacy can benefit supervisees' growth, their work with clients, and influence the type .of supervisors that their supervisees may become (Hir.d~ Cavalieri, Dulko, Felice, & Ho, 2001;Ladany, Lehrman-Waterman, Molinaro, & Wolgast, 1999b). In order to develop the skills necessary to conduct multicultural supervision, supervisors need to be multiculturally competent and possesses multicultural selfefficacy.…”