The Effects of Supervisor's Race and Level of Support on Perceptions of Supervision

Hilton, Doreen B.; Russell, Richard K.; Salmi, Steven W.

doi:10.1002/j.1556-6676.1995.tb01794.x

Cited by 35 publications

(32 citation statements)

References 21 publications

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“…6 not found to be related to supervisee ratings of supervision satisfaction or supervision working alliance (Gatmon et al, 2001;Hilton, Russell, & Salmi, 1995). However, Ladany et al (1997) found that supervisory working alliances were stronger when supervisors were equal to or higher (vs. lower) than their supervisees in racial identity development.…”

Section: Journal Of Counselingmentioning

confidence: 92%

Supervisor cultural responsiveness and unresponsiveness in cross-cultural supervision.

Burkard¹,

Johnson²,

Madson³

et al. 2006

Journal of Counseling Psychology

127

131

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Thirteen supervisees' of color and 13 European American supervisees' experiences of culturally responsive and unresponsive cross-cultural supervision were studied using consensual qualitative research. In culturally responsive supervision, all supervisees felt supported for exploring cultural issues, which positively affected the supervisee, the supervision relationship, and client outcomes. In culturally unresponsive supervision, cultural issues were ignored, actively discounted, or dismissed by supervisors, which negatively affected the supervisee, the relationship, and/or client outcomes. European American supervisees' and supervisees' of color experiences diverged significantly, with supervisees of color experiencing unresponsiveness more frequently and with more negative effects than European American supervisees. Implications for research and supervision practice are discussed.The development of multicultural competencies in clinical practice is considered essential to effective and ethical client treatment (e.g., Office of Ethnic Minority Affairs, American Psychological Association [APA], 1993;Pedersen, 1995). Perhaps one of the most significant factors to learning and integrating such competencies into practice is having had supervision experiences that promote growth as a culturally competent practitioner (Pope-Davis & Coleman, 1997). Of interest, Constantine (1997) found that 70% of supervisees had received training in multicultural counseling in graduate school, whereas only 30% of supervisors had received such training in their NOT THE PUBLISHED VERSION; this is the author's final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation at the bottom of the page. Psychology, Vol. 53, No. 3 (July 2006): pg. 288-301. DOI. This article is © American Psychological Association and permission has been granted for this version to appear in e-Publications@Marquette. American Psychological Association does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from American Psychological Association. Journal of Counseling3 academic programs. Furthermore, Duan and Roehlke (2001) found that 93% of supervisors in their study had no experience supervising trainees who were racially or culturally different from themselves. With supervisors having had such limited training in multicultural counseling and similarly limited experience with cross-cultural supervision, we wonder about supervisors' comfort, confidence, and competence in addressing cultural issues during supervision. Furthermore, the discrepancy between supervisee and supervisor training in multicultural issues may contribute to conflicts during supervision. For example, supervisees trained to be sensitive to cultural issues may expect supervisors to address such issues and, consequently, may feel conflicted and frustrated with supervisors who are unwilling to or are incapable of engaging in such discussions. Thus, supervisor responsiveness an...

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Section: Journal Of Counselingmentioning

confidence: 92%

Supervisor cultural responsiveness and unresponsiveness in cross-cultural supervision.

Burkard¹,

Johnson²,

Madson³

et al. 2006

Journal of Counseling Psychology

127

131

View full text Add to dashboard Cite

show abstract

“…Satisfaction with supervision may indicate several elements within the supervisory environment. For supervisees it may mean a comfortable and supportive supervisory relationship (Hilton, Russell, & Salmi, 1995), communication style of the supervisor, supervisor's supervisory style (Fernando & Hulse-Killacky, 2005), the way in which feedback and suggestions are given, supervisor's genuine interest in the supervisee's development and progress, supervisory behaviors of the supervisor (Hilton et al, 1995), supervisor's sensitivity to the various needs of the supervisee at different stages of the supervisee's development (Stoltenberg, 1981), supervisor's knowledge about clients and their problems, and/or the supervisor's management of the supervisory session time.…”

Section: Discussionmentioning

confidence: 99%

“…Heppner and Roehlke (1984) found that supervisors' behaviors helped increase supervisee selfconfidence, which in turn was positively related to satisfaction with supervision. According to Hilton, Russell, and Salmi (1995), supervisees rated supervision as more satisfying when supervisors created a supportive supervisory environment and demonstrated behaviors that led to establishing rapport, and nurturing and promoting a working alliance. More recently Gatmon and colleagues (2001) explored how the discussion of cultural variables in supervision influenced working alliance and supervisory satisfaction.…”

Section: Introductionmentioning

confidence: 97%

Supervision by Doctoral Students: A Study of Supervisee Satisfaction and Self-Efficacy, and Comparison with Faculty Supervision Outcomes

Fernando

2013

The Clinical Supervisor

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Satisfaction with supervision and perceived self-efficacy scores reported by master's-level supervisees across seven Council for Accreditation of Counseling and Related Educational Programs(CACREP)-accredited counseling programs were analyzed. Supervisees of doctoral students reported a mean satisfaction score of 26.94 ("good to excellent") on a range of possible scores from 8 (low) to 32 (high) and a mean self-efficacy score of 173.00 ("slightly to moderately agree that they have confidence in performing various counseling activities") on a scale of 37 (low) to 222 (high). Supervisees of doctoral students reported significantly higher satisfaction with supervision and perceived self-efficacy than supervisees of faculty. Supervisee age did not significantly influence supervision outcomes.

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“…Results from these studies report there are racial differences in perceived liking (Cook & Helms, 1988) and in feelings of what constitutes a facilitative relationship (Vander Kolk, 1974). There were no significant race effects for quality of multicultural discussion (Gatmon et al, 2001) and perceived level of support (Hilton et al, 1995). Empirical data also suggest that cultural matching is not necessary for supervision satisfaction or an effective relationship.…”

mentioning

confidence: 86%

“…A review of the literature on cross-racial supervision revealed that most of the literature is more conceptual than empirical. Empirical studies (e.g., Cook & Helms, 1988;Gatmon et al, 2001;Hilton et al, 1995;Ladany, Brittan-Powell, & Pannu, 1997a;Ladany, Inman, Constantine, & Hofheinz, 1997b;Vander Kolk, 1974) tend to examine personality variables as they relate to supervision satisfaction and the working alliance. Results from these studies report there are racial differences in perceived liking (Cook & Helms, 1988) and in feelings of what constitutes a facilitative relationship (Vander Kolk, 1974).…”

mentioning

confidence: 98%

Cross-Racial Supervision

Chang

Shoffner

2004

The Clinical Supervisor

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The counseling profession is becoming more aware of the importance of racial and cultural issues in counselor education and supervision. However, the majority of the current literature concerning racial and cultural dimensions is limited to cross-cultural counseling and assessment. Cross-racial issues have not been addressed widely within the supervision process. The purpose of this article is to examine the benefits and challenges related to cross-racial supervision, and discuss the significance of integrating racial identity development in the supervision process. A summary of the literature on cross-racial supervision will be presented and a developmental approach to cross-racial supervision between a white supervisor and a supervisee of color will be discussed.

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The Effects of Supervisor's Race and Level of Support on Perceptions of Supervision

Abstract: The effects of supervision support and supervisor race were examined in a 2 × 2 factorial design (high vs. low

Cited by 35 publications

References 21 publications

Supervisor cultural responsiveness and unresponsiveness in cross-cultural supervision.

Supervisor cultural responsiveness and unresponsiveness in cross-cultural supervision.

Supervision by Doctoral Students: A Study of Supervisee Satisfaction and Self-Efficacy, and Comparison with Faculty Supervision Outcomes

Cross-Racial Supervision

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