A Multicultural Approach to Clinical Supervision Jill Lee-Barber, Ph.D. Georgia State University Lakeisha Gantt, Ph.D. University of Georgia

Supervision & Training Psychotherapy supervision can be one of the most rewarding professional activities for psychologists, counselors, and social workers. Contribution to the development of future therapists Forming mentoring relationships Witnessing professional development Sharing your professional knowledge and experiences Giving back Learning and staying current as we grow and develop ourselves “One who teaches, learns.” Ethiopian Proverb

Assumptions Culture is important in the supervisory dyad. We want to “walk the talk” and we need more and better training to do so.

Why is culture important in the supervisory dyad?

How do we walk the talk? “Belief in the importance of multicultural competence outpaces behavior.” (McKitrick, D.S, & Li, T.S, 2008) What can we do about it?

What are our goals? Effective and ethical mental health service delivery Culturally-informed evidence-based practice Multiculturally competent mental health providers

How will we get there? Professional guidelines Training & Practice Ethical Principles for Psychologists, Counselors, and Social Workers APA Benchmarks for Professional Psychology APA Multicultural Guidelines Training & Practice Psychotherapy Supervision Models Multiculturally Competent Supervision (for ourselves and our trainees) Importance Core issues and challenges

What is our navigation system? Culture & context of client, therapist-trainee, and supervisor Multicultural awareness, knowledge, and skills Awareness: Increase awareness of self as a multicultural being Knowledge: Increase understanding of the meaning of multicultural competence Skills: Learn a new approach for integrating multicultural considerations into supervision

What powers the journey? Our desire to do no harm Empathy Humility Compassion for others and self

Professional Ethical Guidelines: Psychologists APA from Principle A: Competence Psychologists…provide only those services and use only those techniques for which they are qualified by education, training, or experience.” “Psychologists are cognizant of the fact that the competencies required in serving, teaching, and or studying groups of people vary with the distinctive characteristics of those groups. Principle D: Respect for People’s Rights and Dignity “Psychologists are aware of cultural, individual, and role differences, including those due to age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, and socioeconomic status.” “Psychologists try to eliminate the effect on their work of biases based on those factors, and they do not knowingly participate in or condone discriminatory practices.”

Professional Ethical Guidelines Counselors American Counseling Association (ACA) Code of Ethics “recognize diversity and embrace a cross-cultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts” “Counseling supervisors are aware of and address the role of multiculturalism/diversity” (F.2.b. Multicultural Issues/Diversity in Supervision)

Professional Ethical Guidelines Social Workers Standard 1. Ethics and Values Social workers shall function in accordance with the values, ethics, and standards of the NASW (2008) Code of Ethics. Cultural competence requires self-awareness, cultural humility, and the commitment to understanding and embracing culture as central to effective practice. Standard 2. Self-Awareness Social workers shall demonstrate an appreciation of their own cultural identities and those of others. Social workers must also be aware of their own privilege and power and must acknowledge the impact of this privilege and power in their work with and on behalf of clients. Social workers will also demonstrate cultural humility and sensitivity to the dynamics of power and privilege in all areas of social work. Standard 3. Cross-Cultural Knowledge Social workers shall possess and continue to develop specialized knowledge and understanding that is inclusive of, but not limited to, the history, traditions, values, family systems, and artistic expressions such as race and ethnicity; immigration and refugee status; tribal groups; religion and spirituality; sexual orientation; gender identity or expression; social class; and mental or physical abilities of various cultural groups. Standard 4. Cross-Cultural Skills Social workers will use a broad range of skills (micro, mezzo, and macro) and techniques that demonstrate an understanding of and respect for the importance of culture in practice, policy, and research. Standard 5. Service Delivery Social workers shall be knowledgeable about and skillful in the use of services, resources, and institutions and be available to serve multicultural communities. They shall be able to make culturally appropriate referrals within both formal and informal networks and shall be cognizant of, and work to address, service gaps affecting specific cultural groups. Standard 6. Empowerment and Advocacy Social workers shall be aware of the impact of social systems, policies, practices, and programs on multicultural client populations, advocating for, with, and on behalf of multicultural clients and client populations whenever appropriate. Social workers should also participate in the development and implementation of policies and practices that empower and advocate for marginalized and oppressed populations.

APA Multicultural Guidelines

Psychotherapy Supervision Models: Discussion Prepare a 3 minute “elevator speech” that describes your supervision style and approach.

Psychotherapy Supervision Models Developmental Models Psychotherapy Based Models Interpersonal Approach (Ladany et. al) Competency based model (Falendar and Shafranske) Evidence-based supervision model (Milne)

Multiculturally Competent Supervision: Supervisor Cultural Competencies (Falender & Shafranske, 2004, p.149) A working knowledge of factors that affect worldview Self-identity awareness and competence with respect to diversity in the context of self, supervisee, and client or family Competence in multimodal assessment of the multicultural competence of trainees Models diversity and multicultural conceptualizations throughout supervision process Models respect, openness, and curiosity toward all aspects of diversity and its impact on behavior, interaction, and the therapy and supervision processes Initiates discussion of diversity factors in supervision

The person in power is responsible for opening the discussion about the issues of cultural differences; however the question must be relevant to the therapeutic context and sufficient relationship must be developed to support the anxiety of a real discussion. Information about the person-specific meanings of identity will usually come from the client; however obtaining knowledge of culture-specific meanings of identity is a part of the therapist’s (and supervisor’s) own personal learning and to occur primarily outside therapeutic relationships.