Lesbian, gay, and bisexual supervisees' experiences of LGB-affirmative and nonaffirmative supervision.

Burkard, Alan W.; Knox, Sarah; Hess, Shirley A.; Schultz, Jill M.

doi:10.1037/0022-0167.56.1.176

Cited by 46 publications

(97 citation statements)

References 38 publications

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“…Additional findings show the supervisory relationship was strengthened and enhanced when supervisees received affirmative supervision and, on the contrary, the supervisory relationship deteriorated when supervisees received nonaffirmative supervision (Burkard, Knox, Hess, & Schultz, 2009). Supervisees also reported higher levels of satisfaction with supervision and viewed supervisors as being more competent at providing good supervision when supervisors initiated discussion on sexual orientation in supervision (Gatmon et al, 2001).…”

Section: Affirmative Supervisionmentioning

confidence: 99%

A Collaborative-Affirmative Approach to Supervisory Practice

Aducci

Baptist

2011

Journal of Feminist Family Therapy

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Section: Affirmative Supervisionmentioning

confidence: 99%

A Collaborative-Affirmative Approach to Supervisory Practice

Aducci

Baptist

2011

Journal of Feminist Family Therapy

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“…LGB-affirming environments for LGB supervisees (e.g., Burkard et al, 2009;Lark & Croteau, 1998) and for supervisees working with LGB clients (e.g., Aducci & Baptist, 2011;Bahr, Brish, & Croteau, 2000;Carlson, McGeorge, & Toomey, 2012;Long, 2002;Rock, Carlson, & McGeorge, 2010).…”

Section: Supervisees' Experiences Of Lgb-affirmative and Non-affirmatmentioning

confidence: 99%

“…Unfortunately, there are few empirical studies that specifically address the experience of LGB supervisees (Burkard et al, 2009), and those that do highlight the importance of creating an LGB-affirming environment for these supervisees.…”

mentioning

confidence: 99%

“…Thank you for traversing it with me, whether the terrain was smooth or rocky. I love you.LGB LGB The influence of cultural and contextual variables on the supervisory process and the supervisory relationship has been of interest to mental health researchers and practitioners for some time (e.g., Bernard & Goodyear, 2009;Burkard et al, 2009; RigazioDiGilio, 2007, in-press;Rigazio-DiGilio, Daniels, & Ivey, 1997;Rigazio-DiGilio & LaPlante, 2009). Relatively absent from this discourse, however, are the ways in which lesbian, gay, and bisexual (LGB) topics and issues influence supervisees, their work with their supervisors, and their work with their clients.…”

mentioning

confidence: 99%

“…Unfortunately, there are few empirical studies that specifically address the experience of LGB supervisees (Burkard et al, 2009). The few that do exist, however, highlight the importance of creatingLGB-affirming environments for LGB supervisees (e.g., Burkard et al, 2009;Lark & Croteau, 1998) and for supervisees working with LGB clients (e.g., Aducci & Baptist, 2011;Bahr, Brish, & Croteau, 2000;Carlson, McGeorge, & Toomey, 2012;Long, 2002;Rock, Carlson, & McGeorge, 2010).Researchers have noted the importance of providing safety and LGB-affirmative environments for LGB trainees and supervisees (e.g., Burkard et al, 2009;Lark & Croteau, 1998). For example, Lark and Croteau's (1998) study of 14 self-identified LGB doctoral students' mentoring relationship with faculty found that when students felt affirmed and safe in their LGB identities within the training environment, they were able to fully engage in their training.…”

mentioning

confidence: 99%

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Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB-Affirmative and Non-Affirmative Supervision in COAMFTE-Accredited Training Programs

O'Brien

2016

Journal of Feminist Family Therapy

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This study is a replication of Burkard, Knox, Hess, and Schultz's (2009) study of lesbian, gay, and bisexual (LGB) affirmative and non-affirmative supervision. Using a consensual qualitative research (CQR) design as described by Hill et al. (1997Hill et al. ( , 2005, LGB supervisees from COAMFTE-accredited master's and doctoral programs were interviewed regarding their experiences of LGB-affirmative and non-affirmative supervision.Supervisees were asked to describe a LGB-affirmative event and a LGB-non-affirmative event from their past or current individual or group supervision. Supervisees were asked the ways in which these events affected their personal and professional development, the supervisory relationship, and their work with clients.LGB SUPERVISEES' EXPERIENCES OF LGB-AFFIRMATIVE AND NON-AFFIRMATIVE SUPERVISION LGB SUPERVISEES' EXPERIENCES OF LGB-AFFIRMATIVE AND NON-AFFIRMATIVE SUPERVISION v Acknowledgements! ! I would like to express my deepest appreciation for all those who supported and encouraged me through this dissertation process. I know there were times that it was hard to see the light at the end of the tunnel, and I cannot thank you enough for sticking by my side while I trekked through some of the darkness to finally get a glimpse of the light. There are several people I would like to thank specifically.An eternal thank you goes to my advisor and chair of this dissertation, Sandra A.Rigazio-DiGilio. Your guidance, mentorship, patience, understanding, and encouragement spurred me on throughout this research endeavor, as well as throughout the doctoral program. You made me laugh when I needed to take myself a little less seriously, and helped me get back on track when I needed to refocus. And you did everything with kindness and empathy. I truly cannot thank you enough for everything you did to help make this project come to fruition.I would also like to thank members of my dissertation committee, Robert Ryder and Rona Preli, and the remainder of my research team, Tony Rigazio-DiGilio. Your commitment to this process was unwavering. Rona, thank you for your instrumental support, care, and encouragement through all phases of the dissertation and my graduate studies. I cannot say thank you enough. Robert, your ability to be there when needed was greatly appreciated. And Tony, thank you for your willingness to dedicate the time and energy when needed most.To my family at Fairfield University, particularly Rona, Alison, Leah, Maryann, Ginny, Emily, Ingeborg, my supervisees and students. I always knew you were in my cornerLGB SUPERVISEES' EXPERIENCES OF LGB-AFFIRMATIVE AND NON-AFFIRMATIVE SUPERVISIONvi throughout every phase of this process. Your words of encouragement, hugs when I needed them, and belief that the challenges would be worth it in the end made me keep pushing even when I thought I could not push any further. Thank you also to my dear colleagues that entered this process at the same time, Samit, Kristi, and Lindsay. It would not have been the same without you.To my family and friends, ...

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Supervisory Roles within Systems of Practice

Holloway¹

2014

The Wiley International Handbook of Clinical Supervision

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Lesbian, gay, and bisexual supervisees' experiences of LGB-affirmative and nonaffirmative supervision.

Cited by 46 publications

References 38 publications

A Collaborative-Affirmative Approach to Supervisory Practice

A Collaborative-Affirmative Approach to Supervisory Practice

Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB-Affirmative and Non-Affirmative Supervision in COAMFTE-Accredited Training Programs

Supervisory Roles within Systems of Practice

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