Training Level, Acculturation, Role Ambiguity, and Multicultural Discussions in Training and Supervising International Counseling Students in the United States

Ng, Kok‐Mun; Smith, Shannon D.

doi:10.1007/s10447-011-9130-8

Cited by 36 publications

(48 citation statements)

References 28 publications

(75 reference statements)

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“…CALD trainees have been found to experience challenges in assimilating to the Western training context (Killian, ) as it was “a new way of being, talking, and thinking” (Mittal & Wieling, , p. 378). Those from non‐Western countries tended to face greater levels of adjustment difficulties (Ng & Smith, ). Interestingly, a higher level of acculturation was found to be associated with higher counselling self‐efficacy, stronger supervisory working alliances, and lower role difficulties experienced in supervision (Nilsson & Anderson, ).…”

Section: Experiences Of Cald Trainee Psychologistsmentioning

confidence: 99%

“…Interestingly, a higher level of acculturation was found to be associated with higher counselling self‐efficacy, stronger supervisory working alliances, and lower role difficulties experienced in supervision (Nilsson & Anderson, ). Despite the obvious importance of acculturation in successful training, little attention has been paid to their personal acculturation during training (Ng & Smith, ).…”

Section: Experiences Of Cald Trainee Psychologistsmentioning

confidence: 99%

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An Exploration of the Experiences of Culturally and/or Linguistically Diverse Trainee Psychologists in Australian Postgraduate Programs

O’Donovan

2018

Australian Psychologist

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Objective The study explored the experiences of trainee psychologists from a culturally and/or linguistically diverse (CALD) background in Australia. Although previous studies have documented the experiences of CALD trainees in the USA and UK, few studies have explored this issue in Australia. Findings from other countries may aid understanding, but could not be assumed to apply in Australia. The current study aimed to address this gap and explore what facilitated or hindered CALD trainee psychologists’ progress during their training and to provide recommendations. Method Fourteen CALD trainee psychologists, undertaking Clinical or Education and Developmental postgraduate training from four universities in southeast Queensland, attended an individual, semi‐structured interview. A thematic analysis approach was used to analyse the emerging themes across interviews. Results Nine themes were generated, including cultural challenges, lack of acknowledgment and support from the training staff, effective supervision, strengths of a CALD trainee psychologist, language and communication challenges, limited training/understanding of issues about CALD clients, uniform approach of training, peer interactions: pleasant or unpleasant, and coping strategies. Conclusions Findings provided not only an account of challenges CALD trainees encountered but also their strengths. CALD trainee psychologists faced extra difficulties and there is a need for increased awareness among trainers. Recommendations for trainers to increase facilitation and reduce hindrance to CALD trainees’ training were provided.

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Section: Experiences Of Cald Trainee Psychologistsmentioning

confidence: 99%

Section: Experiences Of Cald Trainee Psychologistsmentioning

confidence: 99%

An Exploration of the Experiences of Culturally and/or Linguistically Diverse Trainee Psychologists in Australian Postgraduate Programs

O’Donovan

2018

Australian Psychologist

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“…Increasingly there are reports of inadequate or harmful supervision in the USA (Ellis et al, ; Ladany, ) and Ireland (Ellis, Creaner, Hutman, & Timulak, ). Weak supervisory alliances have been reported when perspectives clash in diverse supervisory triads (Singh & Chun, ), or when international supervisees perceive their supervisors are not attentive to supervisee acculturation, culture, and its impact on clients (Ng & Smith, ).…”

Section: Dynamic Tensions In Clinical Supervision Introduced By Cultumentioning

confidence: 99%

Competency‐based Clinical Supervision: Status, Opportunities, Tensions, and the Future

Falender

Shafranske

2017

Australian Psychologist

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Although competency-based clinical supervision has been adopted in many international clinical training settings, acceptance has been variable with scholarly opinion outpacing actual practice. The transtheoretical molecular model, as articulated by Gonsalvez and Calvert (2014), offers a structure for advancing competency-based supervision and an important contribution, providing for definition of content and processes implicit in supervision practice. Barriers to implementation of competency-based supervision include lack of consensus on effective supervision practices, lack of empirical support for the model, and an absence of systematic training in clinical supervision during the training trajectory. However, the competency-based model, when implemented with fidelity to an explicit approach with designated competencies (Falender & Shafranske, 2017;Gonsalvez & Calvert, 2014) provides essential components for implementation. These include supervisee and supervisor self-assessment of competence as a platform for goal setting, establishment of a collaborative supervisory relationship through this process, attention to the power differential implicit in the relationship, with a promise of transparency in feedback provided through competence assessment and monitoring, attention to diversity and multicultural personal factors, and ethical, legal, and regulatory factors. The process of supervision enhances the supervisee's metacompetence, or awareness of what he/she knows and does not know, and skill development through systematic targeted monitoring and feedback. However, significant tensions arise in balancing multiple supervisor roles and responsibilities involving multicultural and global competence. Steps are proposed to advance supervisor competence within competencybased supervision and the requisite practices are identified that define it as a model for future study and empirical analysis of supervision efficacy.

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“…The limited existing literature is predominantly American and focuses either on supervisory relationships (e.g. Garrett et al, 2001;Killian, 2001;Mori, Inman, & Caskie, 2009;Ng & Smith, 2011;Nilsson & Anderson, 2004) or difficulties encountered in training, without distinguishing between specific academic and practice-related experiences (e.g. Mittal & Wieling, 2006;Ng & Smith, 2009).…”

Section: Introductionmentioning

confidence: 99%

‘My language thing … is like a big shadow always behind me’: International counselling trainees' challenges in beginning clinical practice

Georgiadou

2014

Couns and Psychother Res

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Background: While counsellor education becomes increasingly culturally diverse, little is known about international trainees' experiences of training. Objective: The present study explores one aspect of training, namely clinical practice from the perspective of international, non‐native speaking trainees. In particular, this paper focuses on the challenges this group encounters when practicing in a second language. Methodology: Semi‐structured interviews with four non‐native English‐speaking trainees were conducted and analysed following the principles of interpretative phenomenological analysis (IPA). Results: Findings suggest that participants encounter practical difficulties related to their non‐native/foreign identity in practice, such as problems with articulate self‐expression and understanding the client's speech. These difficulties generate anxiety and impact on the trainees' confidence. Conclusions and implications for counsellor training: This study elucidates language as a fundamental aspect of culture, and identifies second language use as a significant source of difference in counselling practice. This paper highlights the need for attention to linguistic diversity and for appropriate support during counsellor education. This will improve international trainees' experiences of training, but also enhance all trainees' understanding of difference, resulting in better service provision for the community.

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Training Level, Acculturation, Role Ambiguity, and Multicultural Discussions in Training and Supervising International Counseling Students in the United States

Cited by 36 publications

References 28 publications

An Exploration of the Experiences of Culturally and/or Linguistically Diverse Trainee Psychologists in Australian Postgraduate Programs

An Exploration of the Experiences of Culturally and/or Linguistically Diverse Trainee Psychologists in Australian Postgraduate Programs

Competency‐based Clinical Supervision: Status, Opportunities, Tensions, and the Future

‘My language thing … is like a big shadow always behind me’: International counselling trainees' challenges in beginning clinical practice

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