What Helps and What Hinders in Cross-Cultural Clinical Supervision

Wong, Lilian C. J.; Wong, Paul T. P.; Ishiyama, F. Ishu

doi:10.1177/0011000012442652

Cited by 76 publications

(109 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This dialogue begins an important process of exchange in the meetings and can begin to build a sense of relationship between the supervisors and student -a key component in students' evaluations of effective supervisory practice (Wong et al, p. 2013). Supervisors of international students need, most particularly, to learn about the context within which the student and their research topic has developed.…”

Section: Preliminary Methodologymentioning

confidence: 99%

A Reflexive Autoethnography of Doctoral Supervision

Bibi-Nawaz¹,

Stronach²,

Grant³

et al. 2015

International Review of Qualitative Research

View full text Add to dashboard Cite

ArticleLJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. personal knowledge and experience of the substantive subject (lone motherhood) that her supervisors lack, as well as a reservoir of cultural knowledge as an insider. However, as this account makes clear, the student herself was in some ways not known to herself as a lone mother, this not being a cultural category she could readily encounter in her home country.The notion of insider/outsider not only distinguishes between supervisors and student but also marks further complications within the student's status of 'insider'. The notion of 'inside', then, is fragmented.Overall, we aim to unearth some of the hidden uncertainties of supervised researching, thinking and writing, as well as making more explicit the relations that accompany such knowledge construction. Thus the aim is to develop a focused kind of intercultural understanding that brings issues of 'difference' into play in an extensive way and where reflexivity from all parties is drawn upon in order to form successful supervisory relationships (Robinson-Pant, 2005). In that sense the 'layers' of the text aspire to an emergent and iterative interpretation, whereby successive readings, mis-readings and rereadings allow data to be re-interpreted and put in a broader, deeper and more reciprocal context. In doing this we are shifting away from the "orthodox model of distance and separation" on behalf of the researcher, to the disclosure model of interactive interviews (Ellis and Berger, 2003, p. 469). Such 'disclosure' should not be seen in a confessional light, and we would prefer 'dis-closure' as a different marker of 'opening up'. The dangers of Doctoral supervision: Lone mother, lone researcher 4 contaminating subjectivity, self-indulgence and narcissism are never very far away from a reflexive approach (Etherington, 2004) such as autoethnography (Sparkes, 2000). And this kind of multiple reflexivity (one Doctoral student and three supervisors) perhaps multiplies these risks. Where the student 'speaks' alone, the first person is employed. Other sections of the paper were written collaboratively and employ the collective pronoun 'we'.

show abstract

Section: Preliminary Methodologymentioning

confidence: 99%

A Reflexive Autoethnography of Doctoral Supervision

Bibi-Nawaz¹,

Stronach²,

Grant³

et al. 2015

International Review of Qualitative Research

View full text Add to dashboard Cite

show abstract

“…Researchers such as Koehn (1995), Wong (2000) and Woolsey (1986) (Koehn, 1995, p. 21) and was selected as an appropriate methodology for the current study.…”

Section: Purpose Of the Study And Research Questionsmentioning

confidence: 99%

“…The research completed at the University of British Columbia over the past 20 years using Flanagan's CIT (Amundson & Borgen, 1988;McCormick, 1997;Wong, 2000), presents a useful model for gathering and analyzing information about the experiences of consumers or clients as told in their own words and stories. That empathic listening and perception checking are two main interviewing techniques employed in this type of study indicates that "this approach is a natural fit for the field-based researcher/counsellor as well as a good parallel to the counselling process" (R. Lees, personal communication, June 2003).…”

Section: Purpose Of the Study And Research Questionsmentioning

confidence: 99%

“…She states that the CIT is a useful "exploratory method that has been shown to be both reliable and valid (Andersson & Nilsson, 1964;Ronan & Latham, 1974) in generating a comprehensive and detailed description of a content domain" (p. 243). Used extensively in the past 10 years at the Counselling Psychology Department at the University of British Columbia, Canada, the CIT has been modified to include subjective experience, beliefs, attitudes, and feelings about critical events (Wong, 2000). In recent years the CIT has been effectively used to study the client experience ofthe counselling process (Bedi, Davis, & Arvay, 2005;Duplassie, 2004;Koehn, 1995).…”

Section: The Participantsmentioning

confidence: 99%

“…Appendix A Interviewing Protocol (from Wong, 2000) Introduction: This is a semi-structured interview study. The interview will require about 1 hour.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Integrated case management : a preliminary study to determine what helps and what hinders - the parent perspective

Gladish¹

View full text Add to dashboard Cite

Cross‐Cultural Competence in Clinical Supervision

Wong¹,

Wong²

2013

The Encyclopedia of Cross‐Cultural Psychology

View full text Add to dashboard Cite

A noticeable trend in the clinical supervision literature is the greater attention paid to cross‐cultural supervision as a result of increasing cultural diversity of counseling students and clients. Recently, multicultural competence has been bench‐marked as one of the core areas for professional psychology and clinical supervision. Multicultural counseling competence does not necessarily mean multicultural supervision competence, because the supervision situation is more complex, including three possible types of cross‐cultural relationships between supervisor, supervisee, and client. have developed a Multicultural Supervision Competencies Questionnaire (MSCQ) which includes four subscales: attitudes, knowledge, skills, and supervisor‐supervisee relationship (Table 1).

show abstract

What Helps and What Hinders in Cross-Cultural Clinical Supervision

Cited by 76 publications

References 44 publications

A Reflexive Autoethnography of Doctoral Supervision

A Reflexive Autoethnography of Doctoral Supervision

Integrated case management : a preliminary study to determine what helps and what hinders - the parent perspective

Cross‐Cultural Competence in Clinical Supervision

Contact Info

Product

Resources

About