Clinical Supervision in South Korea and the United States

Abstract

To provide cross-cultural empirical data for the advancement of supervisor competencies, we investigated differences in clinical supervision between South Korean and the United States from the supervisees’ perspective. Specifically, the comparative descriptive study had 191 South Korean and 187 U.S. supervisee participants receiving clinical supervision. Pursuing a hypothesis testing approach, comparative descriptive data across several variables suggested that there were more similarities than differences between supervision practices between the two cultures. Implications for theory, research, and practice were discussed.

South Korean supervisees’ experience of and response to negative supervision events

“…Because relationship behavior is culturally influenced, it should not come as a surprise that culture would affect supervisor-supervisee relationships as well (Bang & Park, 2009;Son, Ellis, & Yoo, 2013). Given the influence of culture and its potential importance to developing a more complete understanding of supervision processes, this study examined South Korean supervisees' perceptions of negative supervision events (NSE), how they responded to them, and their effects on supervisees and their clients.…”

External supervision for social workers in another socio-political context: a qualitative study in Shenzhen, China

“…For Son, Ellis, and Yoo (2013), supervisors should have two kinds of awareness: (a) supervisors need to know the unique aspects of their own country and culture and (b) to be aware of the similarities of their native culture to the cultures of other countries. Gardner (2002) likewise concurs that if the 'supervisory triad' (consists of the client, counsellor and supervisor) made up of individuals from different racial-ethnic backgrounds and having problems arising from cultural diversity, a cross-cultural perspectives in supervision should be considered.…”

Current trends in clinical supervision: Introduction to the special section

“…It may also diminish supervisee disclosure and negatively impact on therapy (Burkard et al, 2006;Walker et al, 2007). Further, empirical inquiry is indicated to develop culturally sensitive supervision and to inform competency development in this context (Son et al, 2013). It is also important that the research approaches employed are sensitive to culture and diversity (Collins & Arthur, 2010).…”

“…Growing international attention is also been paid to the negative effects of clinical supervision (e.g. Ellis, 2001;Ellis et al, 2014;Jacobsen & Tanggaard, 2009;Son, Ellis, & Yoo, 2013). While not all negative supervision experiences lead to negative outcomes and, if adequately addressed, may be catalysts for professional development and increased motivation (Wong et al, 2013), negative and harmful experiences need to be differentiated (Ellis, 2001;Ellis et al, 2014).…”