The complexities of power in feminist multicultural psychotherapy supervision.

Abstract

The goal of the present study was to understand how current feminist multicultural supervisors understand and implement their feminist multicultural principles into clinical supervision. We addressed this aim by answering the following research question: How do self-identified feminist multicultural psychotherapy supervisors conceptualize and practice feminist supervision that is explicitly multicultural? The perspectives of 14 participant supervisors were obtained by using semistructured initial interviews, follow-up interviews, and feedback interviews and were investigated via a feminist constructivist grounded theory design and analysis. Most participants identified as counseling psychologists (n = 12), women (n = 11) and temporarily able-bodied (n = 11); but they identified with diverse racial/ethnic, sexual, spiritual/religious, generational, and nationality statuses. A 7-category empirical framework emerged that explained how the participants anticipated and managed power in supervision. The core category, the complexities of power in supervision, explained how participants conceptualized power in supervisory relationships. The 6 remaining categories were bringing history into the supervision room, creating trust through openness and honesty, using a collaborative process, meeting shifting developmental (a)symmetries, cultivating critical reflexivity, and looking at and counterbalancing the impact of context. Limitations of the study, implications for research, and suggestions to use the theoretical framework to transform supervisory practice and training are discussed. (PsycINFO Database Record

Multicultural and Social Justice Competence in Clinical Supervision

“…To date, the MSJCC model (Ratts et al, 2015) has not been fully explored as a supervision framework, so this article represents a first attempt to explore possible applications of the model for clinical supervision. Perhaps because of the complexity of multicultural supervision (Arczynski & Morrow, 2017;Falender, Burnes, & Ellis, 2013;Tohidian & Quek, 2017), as well as the challenges related to measuring cultural competence (Kumaş-Tan, Beagan, Loppie, MacLeod, & Frank, 2007), there is a lack of clear evidence for the integration of multiculturalism and advocacy in clinical supervision.…”

Cultural Identity and National Unity Education Based on the Perspective of Intercultural Interaction in College Freshmen Enrollment Psychology

“…This is because globalization will inevitably lead to cultural confl icts and collisions at the same time, and strive to make the cultural development of diff erent regions and diff erent ethnic groups more and more homogenous. When the cultural diversity has greatly reduced, the traditional culture of the weak ethnic groups is gradually lost (Arczynski & Morrow, 2017). The original status has marginalized, which led to a general cultural confl ict among the various nationalities as predicted in fi gure 1.…”

“…According to statistics, there are 135 festivals in 55 ethnic minorities. In addition, the cultural diff erences among diff erent ethnic groups in ways of thinking, values, costumes, diet, residence, weddings, and funeral ceremonies are so numerous that they cannot have enumerated (Arczynski, & Morrow, 2017). At the same time, the cultural internal composition of each ethnic minority and ethnic region also contains rich diversity.…”

Social Justice Work at Religiously Affiliated and Public Institutions

“…Additionally, supervision should address the marginalized and privileged identities between supervisor and supervisee. Drawing upon feminist approaches that assert power dynamics should be considered in supervision experiences (Arczynski & Morrow, 2017), power-related dialogue is essential to providing a more holistic experience and learning opportunity for the supervisee/mentee. So how do we create spaces of advocacy exploration and education for all levels of staff and students?…”