Intersectionality, power, and relational safety in context: Key concepts in clinical supervision.

Abstract

In this paper, we articulate foundational concepts for a supervision framework from a critical postcolonial perspective: intersectionality, power, and relational safety in context. We identify opportunities, challenges, and dilemmas encountered when engaging with students and colleagues in examining dimensions of privilege and oppression in supervision-of-supervision and supervision of clinical work conducted by clinicians in training. We highlight experiences of supervisees and supervisors of color throughout the paper, bringing together our own voices as a supervisor of color and White supervisor via our shared postcolonial lens to advance dialogue among scholars of all ethnicities. We also differentiate our experiences, purposefully centering the voices of supervisors of color to further a critical postcolonial agenda.

Mentorship in Family Therapy Training Programs: Students’ and New Graduates’ Perspectives

“…One excellent way of establishing safety and talking about diversity is to use the feminist concept of intersectionality (Hernández & McDowell, 2010;Prouty, Bermúdez, Helmeke, & Ko, 2011). Our intersecting identities (gender, age, ethnic heritage, physical abilities, sexual orientation, relationship status, military history, country of origin, class, religion, etc.)…”

Making the connections: A practice model for reflective supervision

“…Significant to Aotearoa New Zealand is the importance of bi-culturalism in challenging oppressive structures and dominant discourses (Munford & Walsh-Tapiata, 2006). The relevance of discussing cultural histories and colonising processes in supervision assists in the understanding of privilege and oppression in society (Hernández & McDowell, 2010). Issues relating to Máori, bi-culturalism and all other notions relating to culture should regularly feature as part of the supervision conversations.…”

“…Postmodern thinking considers multiple narratives relating to the construction of knowledge and highlights dominant discourses of knowledge and power (Fook & Gardner, 2007). The exploration of multiple perspectives in supervision assists social workers to explore the value of individual knowledge, culture and language in practice (Hernández & McDowell, 2010). O'Donoghue (2003) has previously argued that dominant discourses have influenced supervision practices and that local knowledge, particularly from indigenous perspectives, needs to be utilised.…”

“…Hair and O'Donoghue (2009) suggest that the supervisor adopt a curious and questioning stance with the supervisee -one that does not assume expert knowledge. What becomes important in the supervisory conversation are similarities and differences in power and privilege which, in turn, support greater understandings of equity and justice in social work practice (Hernández & McDowell, 2010).…”

“…Finally, the supervisor needs to have an awareness of their own social and cultural context and the impact of this on the supervisory relationship. The supervisor's reflexivity (Hawkins & Shohet, 2012) and cultural experiences and knowledge (Hernández & McDowell, 2010) become critical elements for the interaction with the supervisee and the wider systemic influences on the relationship. The negotiation and review of the supervision contract and the importance of feedback are important processes that the supervisor can develop with the supervisee (Davys & Beddoe, 2010).…”