Cross‐Cultural Counseling Supervision: What do we Know? What do we Need to Know?

Abstract

This article provides a critical review of the theoretical and empirical literature on cross‐cultural counseling supervision. In addition to summarizing and critiquing this literature, recommendations for future research or “what do we need to know” are presented.

Multicultural Aspects of Supervision: Considerations for South African Supervisors in the Helping Professions

“…Various models have been developed to conceptualise the interpersonal dynamics that develop within a multicultural supervisory context (Carney & Kahn, 1984;Leong & Wagner, 1994;Priest, 1994). These models identify developmental stages through which both the supervisor and the supervisee proceed in order to reach a level of multicultural awareness that would be optimally therapeutic and educational.…”

“…Leong and Wagner (1994), for example, note that by virtue of the minority supervisee's identification with the helping profession, it is likely that many supervisors in the initial stages of multicultural development may gloss over racial and other cultural differences and mistakenly assume that supervisees identify with them culturally as well. These authors are critical of the myth of sameness that many supervisors embrace.…”

“…While it is imperative that the supervisory exchange be directed at multicultural questions when they arise (Leong & Wagner, 1994;Priest, 1994), Bernard notes that supervision is not the arena for the development of multicultural awareness to begin. This author cautions that there is not enough time within the typical supervision relationship for either participant to move from a position of multicultural unawareness to competence.…”

“…This author cautions that there is not enough time within the typical supervision relationship for either participant to move from a position of multicultural unawareness to competence. Nonetheless, Leong and Wagner (1994) place the responsibility for addressing multicultural topics on the supervisor, who should ideally serve as a catalyst for the supervisee's exploration of race and ethnicity within himself or herself and with the client. Remington and Da Costa (1989) suggest that such conversations occur early in the relationship, while Leong and Wagner (1994) point out that they should be directed at ushering the supervisee from a level of beginning awareness of multiculturalism to consolidated awareness and finally to a stage of transcendent awareness.…”

“…Nonetheless, Leong and Wagner (1994) place the responsibility for addressing multicultural topics on the supervisor, who should ideally serve as a catalyst for the supervisee's exploration of race and ethnicity within himself or herself and with the client. Remington and Da Costa (1989) suggest that such conversations occur early in the relationship, while Leong and Wagner (1994) point out that they should be directed at ushering the supervisee from a level of beginning awareness of multiculturalism to consolidated awareness and finally to a stage of transcendent awareness. Fukuyama (1994) emphasises that multicultural discussions should occur regardless of the ethnic or cultural backgrounds of the supervisor, the supervisee or the client.…”