Colorful Disclosures: Identifying Identity-Based Differences and Enhancing Critical Consciousness in Supervision

Lipscomb, Allen E.; Ashley, Wendy

doi:10.1080/00377317.2017.1324098

Cited by 7 publications

(6 citation statements)

References 12 publications

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“…Skills sets necessary for effective intervention include the following: 1) Speaking truth to experiences. Clinicians must avoid an adversarial position in therapy, to take a position of cultural humility, validating and recognizing racialized grief experiences as true and providing a genuine apology for microaggressive experiences (Lipscomb & Ashley, 2017).…”

Section: Discussionmentioning

confidence: 99%

Black Male Grief Through the Lens of Racialization and Oppression: Effective Instruction for Graduate Clinical Programs

Lipscomb¹,

Ashley²

2018

IRHE

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Although Black males have experienced mental health challenges analogous to other marginalized populations, Black men dealing with loss and trauma have a greater risk of experiencing severe mental health challenges than their White counterparts due to racism, classism, economic inequalities and socio-political injustices in existence since slavery. Although slavery was legally abolished in the United States in 1865, the legacy of slavery continues via systemic oppression, historical trauma and race based economic inequality. Thus, Black males’ lived experience is entrenched with elements of psychological, historical, interpersonal, and intrapsychic anguish. Black men experience grief from multiple avenues, including loss, trauma and the psychological impact of oppression. The authors explored the grief experiences of Racialized Black Men (N = 77) to identify the needs and challenges of this vulnerable population. Utilizing a Critical Race Theory (CRT) lens, recommendations are provided to educate mental health therapists both in graduate programs and as practitioners in the field regarding anti-oppressive clinical practices. Finally, effective clinical intervention practices are explored, with specific strategies for White and non-White therapists when working with this unique and often underserved population in the United States.

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Section: Discussionmentioning

confidence: 99%

Black Male Grief Through the Lens of Racialization and Oppression: Effective Instruction for Graduate Clinical Programs

Lipscomb¹,

Ashley²

2018

IRHE

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“…and 2) addressing differences as they arise in direct practice with clients. This information is critical because while supervisors are indeed addressing intersectionality concepts with supervisees, they are focused on the identity of the supervisee while ignoring the complexities inherent in the triple process (Lipscomb & Ashley, 2017). Adichie (2014) refers to this practice as emphasizing a single story.…”

Section: Discussionmentioning

confidence: 99%

“…They add that while this perspective is widely accepted, they challenge the inherent monitoring system and hierarchical, power-based relationships that are created by this function (Hair & O' Donoghue, 2009). Thus, awareness and consideration of the triple process (Lipscomb & Ashley, 2017) highlights the power hierarchies initiated by the supervision contract between client-therapist and therapist-supervisor, setting the tone for honest dialogue, transparency and difficult conversations in clinical supervision.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Young (2004) emphasizes the necessity of understanding that three cultures that always exist within the room in supervision, the culture of the supervisor, the supervisee, and the client. This triad, defined as the triple process (Lipscomb & Ashley, 2017) compels consideration of the lived experiences of all three identities (client-supervisee-supervisor) during supervision. To develop a foundation of trust and authenticity, discussion of differing identities, general expectations about the process of supervision, and examination of power and privilege within the triple process should occur early on within the supervisory relationship (Lipscomb & Ashley, 2017;Young, 2004).…”

Section: Cultural Competence In Supervisionmentioning

confidence: 99%

“…Student clinicians need affirmation, empowerment and the safety to explore the intra/inter-cultural dynamics inherent in the supervision process. Special attention must be placed on the clinical supervisor-clinician-client triad, or the triple process (Lipscomb & Ashley, 2017), and the level of cultural sensitivity, cultural humility and responsiveness that exists or remains dormant in the supervisory relationship. Using an intersectionality lens, the authors identify the supervisory skills necessary to foster growth with students while enhancing field instructor supervisors' awareness of power and privilege in clinical supervision through improving reflexivity and cultural humility in relation to axes of identity.…”

Section: Introductionmentioning

confidence: 99%

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Culturally Affirming Clinical Supervision in Graduate Field Education: Enhancing Transformative Dialogue in the Supervisory Dyad

Ashley¹,

Lipscomb²

2018

IRHE

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This article is aimed at raising critical consciousness, accountability and empowerment in the supervisory relationship in graduate field education. As more clinicians with intersecting identities navigate rigorous Master's degree programs, there is a growing need for field instructors to utilize cultural humility in their supervision approach and style. In addition, burgeoning clinicians need to be affirmed, empowered and aware of the intra/inter-cultural dynamics inherent in the supervision process, giving specific attention to power and privilege. In order to navigate culturally relevant supervision for new therapists with a level of humility, field instructors and supervisors face a tall order; it is essential they address cultural differences, validate cultural identities and experiences, and explore power, privilege and intersectionality in the supervisory space while concurrently supporting clinical growth. These difficult dialogues require specific skills, self-awareness and vulnerability on the part of the supervisor. As supervisors attempt to initiate this transformative process, it is important to consider similarities and differences in how supervisors and supervisees experience efforts to engage in difficult dialogues. The authors utilized an anonymous online survey to explore the experiences of supervision among supervised clinicians (n=51) and supervisors (n=39). Qualitative data reflect beneficial supervision regarding clinical content, with a consistent lack of discussion and recognition of power and privilege dynamics; lack of affirmations regarding cultural identities; and superficial exploration of cultural nuances in the supervisor dyad. Findings suggest supervisees need authentic, validating, process oriented exchanges in clinical supervision, especially in field internships where they are learning how to manage clients, their own lived experiences and authenticity in supervision. Recommendations for initiating transformative supervisory practices are included.

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Constructing Critical Conversations in Social Work Supervision: Creating Change

O’Neill

Fariña

2018

Clin Soc Work J

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Colorful Disclosures: Identifying Identity-Based Differences and Enhancing Critical Consciousness in Supervision

Cited by 7 publications

References 12 publications

Black Male Grief Through the Lens of Racialization and Oppression: Effective Instruction for Graduate Clinical Programs

Black Male Grief Through the Lens of Racialization and Oppression: Effective Instruction for Graduate Clinical Programs

Culturally Affirming Clinical Supervision in Graduate Field Education: Enhancing Transformative Dialogue in the Supervisory Dyad

Constructing Critical Conversations in Social Work Supervision: Creating Change

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