How Visible Minority Students Cope with Supervision Stress

Wong, Lilian C. J.

doi:10.1007/0-387-26238-5_15

Cited by 5 publications

(4 citation statements)

References 42 publications

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“…Researchers that have identified issues of race and supervision have reported negative experiences of supervisees of Color and have offered recommendations for supervisors to begin to address the gap in training when examining race and culture in the supervision relationship (APA, 2003; Chang et al, 2003; Daniels, D’Andrea, & Kim, 1999; Garret et al, 2001; Tummala-Narra, 2004; Wong, 2006). Most of the recommendations have been based on cross-racial pairings rather than racially congruent pairings.…”

Section: Discussionmentioning

confidence: 99%

“…However, missing from the literature is a focus on the challenges to the relationship when both supervisees and supervisors are people of Color. Current researchers and theorists speculate that difficulties in supervision often occur because many experienced supervisors may have entered the mental health field prior to the emergence of the multicultural movement in psychology and, as a consequence, do not know how to address issues of race and culture in the therapy or supervision process (Wong, 2006). This problem may be aggravated for supervisors and supervisees of Color if there is an assumption that their racial characteristics (e.g., racial designations) are an adequate substitute for expertise or knowledge about race and racism.…”

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confidence: 99%

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An examination of people of color supervision dyads: Racial identity matters as much as race.

Jernigan¹,

Green²,

Helms³

et al. 2010

Training and Education in Professional Psychology

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Considering the growing racial and ethnic diversity among supervisees, the number of clinical supervision dyads comprised of supervisees and supervisors of Color is likely to increase dramatically. Although extant research has focused on supervision that involves White supervisors paired with racial, ethnic, and linguistic minority supervisees, few authors have explored the supervisory dynamics between clinicians of color and supervisees of Color. This study used a qualitative analysis of structured survey responses provided by supervisees of Color to argue that racial identity (i.e., supervisors' and supervisees' psychological experiences of race), more than race is essential for managing the racial dynamics of supervisory dyads involving two people of Color. Using Helms Racial Identity Social Interaction Model (Helms, 1990(Helms, , 1995, we use a directed content analysis of participants' responses to demonstrate common themes that emerge when race is introduced into the supervision relationship. Based on supervisees' reported experiences, implications for the practice of supervision involving people of Color are offered.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

An examination of people of color supervision dyads: Racial identity matters as much as race.

Jernigan¹,

Green²,

Helms³

et al. 2010

Training and Education in Professional Psychology

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“…I found a limited number of resources for navigating clinical training experiences and caregiver roles because of my intersecting identities (Porter, 2014). There was a lack of guidance for balancing family obligations, caregiver roles, and acculturation status with training responsibilities while being socioeconomically disadvantaged (Wong, 2006). My experiences prompted me to engage in self-reflection of my background and to consider how aspects of diversity and disparities contextualized my graduate education and clinical training.…”

Section: Perspective One: Caregiving and Self-care In Supervisionmentioning

confidence: 99%

Women’s experiences of supervision and professional development.

Valmas

Himrich

Finn

2020

Journal of Psychotherapy Integration

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Supervision is an integral part of training for graduate-level psychologists and is often a catalyst for professional growth and identity development. This paper is intended to be a qualitative resource for psychological trainees and supervisors alike, as 3 women share encounters of supervision across diverse graduate-level training experiences. Within each lived experience, the authors explore critical exchanges that sparked personal and professional identity development related to caregiving, self-care, and interactions with gender and power. Developmental theories of supervision will be explored through the Competency Benchmarks Model, with a focus on core competencies as one moves through practicum experiences, internship, and postdoctoral studies (Fouad et al., 2009).

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“…Brook et al's [ 11 ] review of COVID-19 notes a negative impact of midlife, self-isolation, and social distancing on psychological well-being. This impact may be more significant for ISs who are already subject to “triple-acculturative stress,” as this entails the new culture dominating the study environment, the new university, and new university supervisors [ 12 ], and adjustment challenges that combine psychosomatic symptoms [ 13 , 14 ] and poor academic performance [ 15 , 16 ]. In Canada, the burden of psychological distress may be much greater for Francophone ISs in minority settings (Francophones living in English-speaking areas).…”

Section: Introductionmentioning

confidence: 99%

e–Mental Health Program to Prevent Psychological Distress Among French-Speaking International Students in a Linguistic-Cultural Minority Context (Ottawa, Alberta, and Quebec): Protocol for the Implementation and Evaluation of Psy-Web

Beogo,

Ramdé,

Anne

et al. 2023

JMIR Res Protoc

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Background Based on experiences with the COVID-19 pandemic, postsecondary institutions were most affected by the restrictions. Students, especially international students, have borne the brunt associated with in-person learning restrictions imposed by public health recommendations. Canada is among the top 3 countries hosting international students (ISs), including Francophone students in provinces such as Quebec and other anglophone regions. Academic restrictions were accompanied by other measures such as quarantine, self-isolation, social distancing, and travel ban, to cite some. This has had a wide-ranging impact on these ISs. The resulting psychological distress and burden may have a much greater impact on Francophone ISs in anglophone settings, many of whom had ordinarily limited access to active offers of care in French in addition to cultural barriers and low literacy of the health care system. In order to take advantage of the effectiveness of eHealth as a pertinent and promising avenue, our project intends to build a web-based application that is cost-effective, user-friendly, anonymous, and capable to prompt interactive interventions as a first-line resource for psychological distress. In fact, internet applications have been increasingly used for the management of psychological distresses, and internet-based cognitive behavioral therapy is one of the preferred methods to prevent or control them. Objective The aims of this study are to (1) design, implement, and maintain Psy-Web for the psychological support of ISs and (2) analyze the results of the implementation of the Psy-Web platform, the additional resources solicited, and the results obtained. Methods This interventional project will use a sequential mixed design in the exploratory phase (phase 1) including the construction of the Psy-Web platform. A quantitative prospective component (phase 2) will include the intervention content of the Psy-Web platform. In total, 105 ISs participants (study group) and 52 ISs (control group), based on a ratio of 1:2, will be considered. The control group participants include those who did not use the web platform. Results The project is at the data collection stage (phase 1). Psy-Web will be built in accordance with the DMAIC (Define, Measure, Analyze, Improve and Control) model with the perspective of boosting its robustness. As a first-line resource to prevent psychological distress and ultimately improve their academic performance, Psy-Web is an innovative opportunity for high education managers. The project involves a multisectoral and a multidisciplinary partnership. Conclusions The project will develop a promising web-based solution to prevent psychological distress. Ultimately, Psy-Web will be operable in multiple languages including French. International Registered Report Identifier (IRRID) PRR1-10.2196/47059

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How Visible Minority Students Cope with Supervision Stress

Cited by 5 publications

References 42 publications

An examination of people of color supervision dyads: Racial identity matters as much as race.

An examination of people of color supervision dyads: Racial identity matters as much as race.

Women’s experiences of supervision and professional development.

e–Mental Health Program to Prevent Psychological Distress Among French-Speaking International Students in a Linguistic-Cultural Minority Context (Ottawa, Alberta, and Quebec): Protocol for the Implementation and Evaluation of Psy-Web

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