Supervisors’ Perceptions of Their Integration of Strength-Based and Multicultural Approaches to Supervision

This study explored how, and to what degree, clinical supervisors utilize and integrate strength-based and multicultural approaches. We conducted a qualitative investigation using a grounded theory paradigm and consensual qualitative research methodology and analysis. Participants included 14 licensed psychologists. We organized the data into four domains: (a) supervisory approaches, (b) multicultural content/integration of multicultural approaches, (c) strength-based content/integration of strength-based approaches, and (d) supervisor power and supervisee empowerment. Results suggested that participants were keenly aware of multiculturalism and multicultural competence, and infused these perspectives throughout their supervision. Supervisors as a group were less aware of the ways that they used strength-based approaches with their supervisees, although a subset of participants intentionally used strength-based interventions. Notably, some supervisors used multicultural and strength-based perspectives in an integrative fashion by recognizing that strengths vary depending on the cultural context. We discuss implications for supervision practice, advocacy, theory, and research.

Social Justice Mentoring and Scholarship: Building a Community of Leaders and Advocates

In this 2018 Janet E. Helms Award for Mentoring and Scholarship keynote address, I speak about the importance of social justice mentoring and scholarship as a way to build communities of leaders and advocates. First, I contextualize my journey as an international student and an Asian Indian woman existing within multiple social and cultural locations. Second, I highlight those individuals who have influenced me on my academic journey. Finally, I share how my experiences, research, and clinical work have shaped my mentoring style and my desire to “pay it forward.”

Allies for Life? Lessons From White Scholars of Multicultural Psychology

This article reports on a qualitative investigation conducted to assess how White multicultural scholars have responded to critical questions raised in the 1990s about their roles and responsibilities in multicultural psychology. We used the consensual qualitative research method to analyze semistructured interview data from 12 leading White scholars of multicultural psychology. Findings revealed 10 domains with nuanced categories within each. Key themes addressed: (a) antecedents of participants’ interest and commitments to multicultural theory and research, (b) how participants understood Whiteness broadly, and how it influenced their multicultural scholarship specifically, (c) rewards and challenges of conducting multicultural research, and (d) recommendations for future White counseling psychologists. Implications for training and future research are provided.

A cross-sectional survey of South African psychology interns’ perceptions of negative supervision events

Prevalence rates of negative supervision events among Psychology interns in South Africa are non-existent. This article investigates the incidence of negative supervision events and explores the influence of various contextual variables on supervision outcomes. Quantitative data were obtained via a web survey from a sample ( N = 92) of Clinical and Counselling psychology interns across nine provinces in South Africa. In all, 42 (or 45.6%) of the 92 participants had a negative supervision event during their internship, 26.19% categorized their experience as ‘Harmful’, and 73.81% (or 31) had an ‘Inadequate’ experience. A total of 14 (or 22.6%) interns experienced a negative supervision event on a weekly basis. Proportionately more White interns reported experiencing negative supervision events and had the highest number of reported harmful experiences. Neither race nor gender significantly impacted the feedback and evaluation process. A significantly larger number of mixed race and mixed culture dyads reported harmful negative supervision compared to same race/culture dyads. There was no significant positive relationship between inadequate or harmful negative supervision event and sexual orientation, theoretical orientation, gender, religion, and language. Implications for training and professional development are discussed.