Visions and Realities: Supervisee Perspectives of Multicultural Supervision

Hird, Jeffrey S.; Cavalieri, Consuelo E.; Dulko, Jeffrey P.; Felice, Algernon A. D.; Ho, Tamara A.

doi:10.1002/j.2161-1912.2001.tb00509.x

Cited by 77 publications

(97 citation statements)

References 40 publications

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“…Since the initial call for increased training for supervisors in multicultural issues, there have been several stu.dies n-Oting the importance .of multicultural supervision (e.g. Bernard & Goodyear, 1998;Chen & Bernstein, 2000;D'Andrea & Daniels, 1997;Hird et al, 2001 ). Numer.ous issues impe.de the wi.despread aoop.ti.on .of skills and behaviors associated with multicultural supervision.…”

Section: Arrementioning

confidence: 99%

“…The:re are several reasons why supervisors may fail to provide multicultural supervision (Bhat & Davis, 2007;Constantine, 1997;Cook& Helms, 1999;Gatmonetal., 2001 ), which can negatively affect the provision of multicultural supervision. Failure to pr.ovide multicultural supervision can be .detrimental to the supervisory relati-onship (Carney & Kahn;Dressel, Consoli, Kim, & Atkinson, 2007;Ladany et.al., 1997;Toporek, Orteg.a-Vill.alobos, & Pope-Davis, 2004) leading to power differentials (Hernandez, Taylor, & McDowell, 2009;Hird et al 2001;McRae & 8 Johnson, 1991~ Nelson et .aL, 2006 .and microaggression (Constantine & Sue, 2007;Murphy-Shlgematsu, 2010).…”

Section: Arrementioning

confidence: 99%

“…Through multicultural supervision, supervisees have the opportunity to integr.ate learning from the tr.aining environment into practice (Constantine) and receive feedback on their performance, which can influence their development ofself-efficacy (Lane et .aL~ 1998) .and their .ability to .accurately .assess their performance and determine how to improve (Lent et al, 1998). Hird et al, 2001;Ladany et al, 1999b;Lane et al, 1998;Lent et al, 1998; there has been limite-d resear-ch into these spec-ific skills (Dressel et al, 2000) and what affects the development of these skills. There is some indication that the skills may be related t-0 receiving appr-Opriate multicultural training (Bernard & Goodyear, 1998;Carney & Kahn;D'Andrea et aL, 9 2001; Gatmone.tal., 2001;LaFmmboise& Foster, 1992;Leach& Carlton, 1997;Pope-Davis et al, 1995;Neville et al, 1996;Remington & DaCosta, 1998;Sue et al, 1982), by modeling these tasks and behaviors of previous supervisors {Goodyear & Guzzardo; Ladany et al, 1997; LaFramboise & Foster; Lee et al, 2007;McR.oy e.t al., 1986;Steward, 1998), or thr-ough seeking .on g.oing supervision (Bhat & Davis, 2007), but there has been limited research examining the actual affect .of previous training (Nelson et al ), pre.vi.ous supervisi.on {Ladany et al ), .or ongoing supervision on the development of the skills or behaviors related to multicultural supervision.…”

Section: Arrementioning

confidence: 99%

“…Researchers have focused on the importance of counselors' multicultural competence when working withdients (ConstantLne,200lc;F.assinger .& Richie, 1997;Leach & Carlton, 1997;McRae & Johnson, 1991) (Constantine, 2001 b;Pope-Davis et al, 1995), memberships in professional organizations (Priest, 1994), and supervisors' experience with addressing cultural issues in supervision (Constantine, 2001b;Hird et al, 2001), are ways to increase multicultural competence.…”

Section: The Council For the Accreditation Of Counseling And Related mentioning

confidence: 99%

“…As increasing amounts of research demonstrates the benefits of multicultural rompetence (D'Andrea, Daniels, & He-ek, 2001;M-cRae & J-ohnson, 1991) -and multicultural self-efficacy (Briones, Tabemero, Tramontano, Caprara, & Arenas, 2009;Harrison, Chadwick,& Scales, 1996;Tsang, 2001) it is important that supervisors develop the necessary skills to provide multicultural supervision that contributes to increasing these characteristic-s in their supervisees. F .ostering multicultural rompetence and multicultural self-efficacy can benefit supervisees' growth, their work with clients, and influence the type .of supervisors that their supervisees may become (Hir.d~ Cavalieri, Dulko, Felice, & Ho, 2001;Ladany, Lehrman-Waterman, Molinaro, & Wolgast, 1999b). In order to develop the skills necessary to conduct multicultural supervision, supervisors need to be multiculturally competent and possesses multicultural selfefficacy.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

The Relationship Between Multicultural Supervision, Multicultural Competence, and Multicultural Self-Efficacy and the Effect of Previous Supervisors on the Development of Multicultural Supervision, Multicultural Competence, and Multicultural Self-Efficacy

Sherman

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Derick WiUiams and Sandra Lopez~BaezThe purpose of this study is to examine the relationship between multicultural .competence and multicultural self-efficacy. Additionally, this study seeks t.o examine the effect that previous supervisors have on practicing supervisors' multicultural competence, multicultural self-efficacy, and devel.opment .of skills and behaviors associated with multicultural supervision. There were 141 participants in the study comprised of both master's .and OOctor.allevel supervisors from university, community, and primary and secondary school settings. There was a significant relationship between multicultural competence and multicultural self-efficacy. There was also .an interaction between perceived cultural similarity to previous supervisors and perceived demonstration of multicultural supervision by previous supervisors on practicing supervisors' multicultural competence, multicultural self-efficacy, and·demonstration of skills and behaviors .associated with multicultur.al supervision. Also~ there were significant r~lationships between perceived cultural similarity to a previous supervisor and practicing supervisors multicultural competence and multi.cultur.al self-efficacy, and between perceived demonstration of multicultural supervision by a previous supervisor and multicultural competence. Implications f.or supervisors and rounsel.or educators are discussed, and suggestions f.or future research .are provided.Counselor Education

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Section: Arrementioning

confidence: 99%