Multicultural Supervision: Supervisee Perspectives of Supervisor Competence

Soheilian, Sepideh; Isenberg, Daniel S.; Klinger, Rebecca S.; Kulp, Lauren E.; Inman, Arpana G.

doi:10.1037/e608172010-001

Cited by 3 publications

(6 citation statements)

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“…This illustrates that how the supervisory space is perceived and presented is key because it determines whether the supervisee feels safe, secure and respected. Soheilian et al (2014) found that certain cultural topics were more commonly discussed, such as ethnicity and gender, in supervision. In comparison, other topics such as socioeconomic status and sexual orientation were not often discussed within supervision and so may be deemed as invisible or unvoiced in comparison to ethnicity or gender.…”

Section: Cultural Awareness Sensitivity and Responsiveness In Supervi...mentioning

confidence: 99%

An exploration of two supervisors’ engagement in a transcultural supervision exercise to support culturally responsive supervision with trainee educational psychologists (TEPs)

Soni

Fong

Janda

2022

Educational Psychology in Practice

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The paper explores the impact of an exercise used to promote culturally sensitive supervision on supervisors. It begins with an overview of the role of power dynamics and cultural awareness within supervision. Two supervisors' experiences of engaging in a transcultural supervision activity with their respective supervisees, trainee educational psychologists (TEPs), are then analysed using Interpretative Phenomenological Analysis (IPA). The two supervisors found engaging in the transcultural supervision exercise initially led to feelings of apprehension but overall was a positive experience. It had a constructive impact on the supervisory relationship; increasing supervisor's feelings of connection, developing a trusting relationship, and presenting an opportunity to share and understand each other's values. It also promoted an ethno-relative way of working, increased supervisors' cultural awareness, attended to power disparities within supervision, widened perspective taking, and had potential impact on wider practice.

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Section: Cultural Awareness Sensitivity and Responsiveness In Supervi...mentioning

confidence: 99%

An exploration of two supervisors’ engagement in a transcultural supervision exercise to support culturally responsive supervision with trainee educational psychologists (TEPs)

Soni

Fong

Janda

2022

Educational Psychology in Practice

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“…For example, religion (Saroglou & Cohen, 2011) and social class (Kraus, Piff & Keltner, 2011) can also be a key part of an individual's culture as it can impact their values, behaviours and customs. Soheilian et al (2014) explored the experiences of supervision from the perspective of supervisees and they found that certain cultural topics such as ethnicity and gender were more commonly discussed whilst other topics such as socioeconomic status and sexual orientation were not often discussed. These topics may not be discussed because they may not be deemed as 'visible' compared to someone's ethnicity or gender.…”

Section: Applying a Developmental Model Of Intercultural Sensitivity ...mentioning

confidence: 99%

Culturally responsive supervision: A reflective account on the value of acknowledging and working with difference within supervision

Soni¹,

Fong²,

Janda³

2021

bpsecp

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Aims/Intention:This paper reflects on our use of a transcultural supervision exercise within our triad consisting of a university supervisor and two trainee educational psychologists. We consider the implication for our relationships, how we understand each other and our cultures and how we would use such activities in the future.Process of reflection:We selected Gibbs’ reflective cycle (1988) because it provides a structured framework for critical reflection of a learning experience.Implications for theory/practice:We found the implications are that this exercise enabled us to recognise and appreciate our differences and therefore take an ethnorelative approach where each of us had a greater understanding of each other and our perspectives. This helped us recognise our ethnocentricism and when this might impact on our understanding of each other and those we work with.Conclusions:We concluded that this activity and others like it, where each of us share our culture and is curious about the culture of those we undertake supervision with, is supportive of developing safe spaces. From our perspectives, it enabled openness and subsequently a deeper discussion of issues that provoked emotion including those of racism and inclusion.

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“…The literature calls for more research and examination of supervision as a modality for increasing clinician competence to address clients' religious and spiritual concerns (Berkel, Constantine, & Olson, 2007;Bishop, Avila-Juarbe, & Thumme, 2003;Coyle & Lochner, 2011;Gilliam & Armstrong, 2012;Gubi, 2007;Hull, Suarez, & Hartman, 2016;Soheilian, Inman, Klinger, Isenberg, & Kulp, 2014;Souza, 2002). Additionally, there is no published research on supervisors' perceived level of competence to teach supervisees about religion and spirituality.…”

Section: Significance Of the Studymentioning

confidence: 99%

“…To address the training deficits among clinicians to implement religion and spirituality into session it has been suggested that supervision be used as a platform to train competent clinicians (Souza, 2002). There is evidence to suggest that supervision is an appropriate context to develop religious and spiritual competence (Bishop, Avila-Jurabe, & Thumme, 2003;Sperry, 2014), however, supervisors need to be competent to facilitate that growth (Berkel, Constantine, & Olson, 2008;Coyle & Lochner, 2011;Gilliam & Armstrong, 2012;Hull, Suarez, & Hartman, 2016;Soheilian, Inman, Klinger, Isenberg, & Kulp, 2014). Creating this open, holistic environment will help supervisees feel safe to discuss religious and spiritual concerns.…”

Section: Supervisionmentioning

confidence: 99%

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Perceived Clinician Competence to Work with Spiritual Issues in Supervision

Shannon¹

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A lack of training around religious and spiritual issues in formalized mental health professional programs has placed the responsibility to ensure clinicians are prepared to work with clients in this area on clinical supervisors. This study measured supervisors' perceived competence to address issues of spirituality in supervision as well as frequency and type of religious/spiritual conversations in supervision. Additionally, this study evaluated the relationship between perceived competence and frequency of conversations around religious/spiritual issues. Finally, in the service of measurement-based supervision, the constructs delineated in the Spiritual Competency Scale (SCS) were evaluated next to the factors in the SACRED model as a way of providing supervisors a model and measurement to enhance supervision competence. Threehundred and four participants completed a survey assessing perceived competence and types of spiritual discussions held in supervision. A total of 46% of supervisors scored below the cutoff for perceived competence as measured by the SCS. There was no significant difference between student and supervisor scores on the SCS and the average score across groups fell below the cutoff for competence. Additionally, a large positive correlation existed between scores on the Spiritual Issues in Supervision Scale (SISS) and the SCS for both groups. Finally, the SCS could effectively be used as a competency-based measure for supervisors utilizing the SACRED model of supervision to help foster student's spiritual competence. The results of this study hold implications for the importance of training, supervision, and course work devoted to religious and spiritual concerns. grateful for the village of people who have offered their support, expertise, and guidance. I would like to acknowledge two people who served as the catalysts for this entire doctoral process, Dr. Julia Wernz and Dr. Jonathan Leggett. You showed me the healing power of holistic, integrated, collaborative care. Thank you for challenging me to grow as a clinician, specifically in the areas of religious/spiritual integration, this dissertation would not have been possible without your wisdom. I would also like to thank my dissertation chair, Dr. Christine Schimmel for her guidance and support. Your passion for teaching and mentoring has been apparent from our first meeting. I cannot express enough how grateful I am for your organization, guidance, availability, and unwavering support. Most of all, I would like to thank you for your collaborative, strengths focused approach. I will strive to implement all of these wonderful characteristics into my own supervisory style. Finally, I would like to thank the many faculty and staff that have made my time at West

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Multicultural Supervision: Supervisee Perspectives of Supervisor Competence

Cited by 3 publications

References 0 publications

An exploration of two supervisors’ engagement in a transcultural supervision exercise to support culturally responsive supervision with trainee educational psychologists (TEPs)

An exploration of two supervisors’ engagement in a transcultural supervision exercise to support culturally responsive supervision with trainee educational psychologists (TEPs)

Culturally responsive supervision: A reflective account on the value of acknowledging and working with difference within supervision

Perceived Clinician Competence to Work with Spiritual Issues in Supervision

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