An African American supervisor’s reflections on multicultural supervision.

Abstract

As the demographics of U.S. society become more diverse, more People of Color are attracted to the fields of counseling/clinical/school psychology and have the opportunity to work with supervisors from ethnically and culturally diverse backgrounds. An African American supervisor reflects on her experiences with multicultural supervision. Seven microaggression themes are discussed, along with three multicultural identity and competence disequilibrium patterns. The author also describes the benefits and challenges of multicultural supervision and the tenure-track process.

Age, Gender, and Ethnicity of Counsellor Trainees and Corresponding Counselling Self-Efficacy: Research Findings and Implications for Counsellor Educators

“…This supports a study by Pope-Davis et al (1995) that found a significant relationship existed between multicultural self-efficacy and ethnicity, with ethnic students showing a higher sense of competence than their White peers. According to Butler-Byrd (2010), White counsellor trainees “experience a great deal of disequilibrium, expressed as passive aggression, denial of differences, and/or of the significance of their own cultural/ethnic background and the backgrounds of others, or denial, guilt, and shame about their power and privilege” (p. 14). In addition, Parker and Schwarts (2002) suggest that White counsellors experience a sense of shame that may impede the advancement of multicultural competence.…”

Processes that Inform Multicultural Supervision: A Qualitative Meta‐Analysis

“…Seventy‐five percent of the data set (18 of 24 articles) revealed that culturally competent supervisors needed to adopt many dynamic and purposeful positions, offering their supervisees clear instructions for discussing, analyzing, and applying multicultural principles and techniques in clinical practice. Several articles suggested supervisors who demonstrated openness to self‐reflection and exploration of personal biases and assumptions, honored and attended to all socio‐political‐cultural domains, and offered comfort and encouragement when needed greatly benefited the supervisees (Ancis & Marshall, ; Butler‐Byrd, ; Reynaga‐Abiko, ; Singh & Yuk Sim Chun, ).…”

“…Butler‐Byrd () defined essentials of advocacy as fostering supervisees’ awareness of the influences of power, privilege, and oppression and the dynamics of social groups in interpersonal, group, and systemic conflicts within social context. Twenty‐five percent of the articles (6 of 24) showed both supervisors and supervisees recognized the implications and challenges of having conversations about social justice and client‐centered advocacy in supervision (Ancis & Marshall, ; Butler‐Byrd, ; Field et al., ; Soheilian et al., ).…”

“…Butler‐Byrd () reported: “bridge building [advocacy skills] assesses a student's ability to develop and sustain encounters that explicitly address difficult issues while encouraging joint responsibility for personal and social change” (p. 12). Similarly, Singh and Yuk Sim Chun () corroborated supervisors needed to take responsibility for introducing and integrating inherent social justice issues in supervision (i.e.…”

“…In sum, meta‐category five, culturally attuned interventions and skills, refers to the practice of incorporating culturally attuned case conceptualization, interventions, social justice, and advocacy skills into every therapeutic relationship. Analysis of the studies revealed when interventions were created with an intentional focus on cultural variables, supervisees reported an increase in their professional growth as well as an increase in sensitivity to clients’ concerns and difficulties (Ancis & Marshall, ; Butler‐Byrd, ).…”