Developing Multicultural Competence Using the Structured Peer Group Supervision Model

A Conceptual Framework for Incorporating Mentoring in the Clinical Supervision of International Counseling Students

There has been an increased number of international students attending universities in the United States, which has resulted in a growing number of international students in counseling programs. Cultural differences necessitate culturally appropriate supervision models for counselors and supervisors to utilize when working with international students. The authors identify and delineate the challenges and unique supervision needs of international counseling students and highlight the importance of mentoring as a culturally appropriate complementary supervision technique when supervising international counseling students. The authors propose the inclusion of mentoring with Bernard’s discrimination model of supervision as a strategy to enhance the counseling skills of international students.

Processes that Inform Multicultural Supervision: A Qualitative Meta-Analysis

As the fields of counseling and psychotherapy have become more cognizant that individuals, couples, and families bring with them a myriad of diversity factors into therapy, multicultural competency has also become a crucial component in the development of clinicians during clinical supervision and training. We employed a qualitative meta-analysis to provide a detailed and comprehensive description of similar themes identified in primary qualitative studies that have investigated supervisory practices with an emphasis on diversity. Findings revealed six meta-categories, namely: (a) Supervisor's Multicultural Stances; (b) Supervisee's Multicultural Encounters; (c) Competency-Based Content in Supervision; (d) Processes Surrounding Multicultural Supervision; (e) Culturally Attuned Interventions; and (f) Multicultural Supervisory Alliance. Implications for practice are discussed.

Case Study Quasi-Qualitative Analysis of Peer Group Supervision of a Child Trauma Recovery Program in Occupied Palestine

This case study explores the impact of peer group supervision (PGS) for counselors delivering Teaching Recovery Techniques (TRT), a group psycho-social program for traumatized adolescents. Interviews were conducted with seven school counselors, from villages near East Jerusalem in occupied Palestine; a skilled supervisor; and an international trainer. A quasi-qualitative analysis was conducted to quantify responses and themes along with a measure of inter-rater reliability. Participants reported that even in a context of military violence, PGS provided a reflective process inclusive of formative, normative and restorative functions. Locally available PGS was viewed as essential within a geographically fragmented context. Counselors' reported PGS led to a trusting environment in contrast to military practices and gender norms. War stressors and lack of Training of Trainers led to low counselor confidence in training others in TRT. PGS and Trainer of Trainers were recommended as core aspects of program delivery and to support training of colleagues.

Promoting Multicultural Competencies in Early Career Rehabilitation Counsellor Supervisors

This article discusses multicultural competency education options for early career rehabilitation counsellor supervisors. It specifically addresses the importance of the cultural awareness and competencies in supervised supervision. Multicultural counsellor competencies in clinical supervision are considered in the context of rehabilitation counsellor professional preparation programs in the United States. Diversity considerations are important to operationalising the construct of the working alliance in the context of clinical supervision training for early career rehabilitation counsellor supervisors. Acquiring, retaining and cultivating multicultural clinical supervision competencies in self and others is a lifelong process.