Assessing the Barriers and Changes of Cross‐Cultural Supervision: A Case Study

Daniels, Judy; D’Andrea, Michael; Kim, Bryan Soo Kyung

doi:10.1002/j.1556-6978.1999.tb00570.x

Cited by 39 publications

(38 citation statements)

References 8 publications

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“…Recent calls for ethical multicultural supervision (Pope & Vasquez, 1998;Vasquez, 1992) and endorsement of the multicultural counseling competencies by the Association for Counselor Education and Supervision (ACES; D'Andrea & underscore the need to move beyond a monocultural and ethnocentric application of supervision (Daniels, D'Andrea, & Kyung Kim, 1999). In particular, supervisors must model and impart multicultural competencies Sue, Arredondo, & McDavis, 1992) to supervisees, thereby ensuring that future generations of counselors meet the needs of society's changing demography.…”

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confidence: 98%

“…Several researchers have recommended the use of semistructured questions to prompt the discussion of cultural issues in the supervision process (Constantine, 1997;Cook, 1994;Daniels et al, 1999;Helms & Cook, 1999 In particular, Helms and Cook developed a collaborative exercise for assessing cultural style in the supervision process. Daniels et al also recommended mutual, open discussions of multicultural strengths and limitations.…”

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confidence: 99%

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Visions and Realities: Supervisee Perspectives of Multicultural Supervision

Hird

Cavalieri

Dulko

et al. 2001

J Multicult Couns & Deve

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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.

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confidence: 98%

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confidence: 99%

Visions and Realities: Supervisee Perspectives of Multicultural Supervision

Hird

Cavalieri

Dulko

et al. 2001

J Multicult Couns & Deve

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show abstract

“…A review of the literature on multicultural supervision suggests that it is the supervisors' responsibility to address racial and cultural issues with their supervisees (Bernard & Goodyear, 1998;Daniels, D'Andrea, Kim, & Soo, 1999;McNeill, Hom, & Perez, 1995), yet supervisors often ignore or avoid cultural issues (Remington & DaCosta, 1989). We have presented a developmental approach to cross-racial supervision that considers the importance of the racial identity development of the supervisor and the supervisee.…”

Section: Discussionmentioning

confidence: 96%

Cross-Racial Supervision

Chang

Shoffner

2004

The Clinical Supervisor

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The counseling profession is becoming more aware of the importance of racial and cultural issues in counselor education and supervision. However, the majority of the current literature concerning racial and cultural dimensions is limited to cross-cultural counseling and assessment. Cross-racial issues have not been addressed widely within the supervision process. The purpose of this article is to examine the benefits and challenges related to cross-racial supervision, and discuss the significance of integrating racial identity development in the supervision process. A summary of the literature on cross-racial supervision will be presented and a developmental approach to cross-racial supervision between a white supervisor and a supervisee of color will be discussed.

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“…The supervisor and supervisee may need to initiate an open, but mutually respectful, conversation about the differences early in the relationship (Daniels & D'Andrea, 1996). Supervisors should recognize the inherent power differential in the supervisory relationship, navigating the conversation accordingly to actively learn about the supervisee's culture, experiences, perspectives, and goals (Daniels, D'Andrea, & Kyung Kim, 1999).…”

Section: Problems In the Supervisory Relationshipmentioning

confidence: 99%

Recommendations for Detecting and Addressing Barriers to Successful Supervision

Sellers

LeBlanc²,

Valentino³

2016

Behav Analysis Practice

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Behavior analysts who supervise staff are responsible for establishing a healthy supervisory relationship and for teaching basic behavior analytic skills (e.g., verbal repertoires, technical repertoires, clinical decision-making). In addition, supervisors should prepare their supervisees to succeed in their subsequent professional activities by developing their interpersonal skills and professionalism repertoires. Difficulties in the supervisor relationship and problematic personal and professional skills often become the focus of targeted supervision efforts after the effects of deficits (e.g., avoidance of supervision, complaints from consumers, persistent tardiness) are detected. The primary purpose of this paper is to provide guidance to the supervisor's effort to identify and address barriers to successful supervision related to a damaged supervisory relationship and persistent interpersonal and professional skills of the supervisee. A secondary purpose of this paper is to act as a general call to supervisors to continually and thoughtfully reflect on their own history, repertoires, and behavior, such that they may continue professional growth as supervisors.

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Assessing the Barriers and Changes of Cross‐Cultural Supervision: A Case Study

Abstract: This article examines conflicts and communication problems that can occur in cross-cultural supervisory relationships when cultural issues are not addressed. Recommendations for cross-cultural supervision are discussed.

Cited by 39 publications

References 8 publications

Visions and Realities: Supervisee Perspectives of Multicultural Supervision

Visions and Realities: Supervisee Perspectives of Multicultural Supervision

Cross-Racial Supervision

Recommendations for Detecting and Addressing Barriers to Successful Supervision

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