1. Guidelines, Maps, and Competencies for Clinical Supervision in Health Service Psychology: Multicultural Supervision
Diversity e
Let me tell you about myself and why I am here.
I am a Counseling Psychologist from Johnson City, TN. I have a strong belief in serving the socially and economically disadvantaged. I have worked at the James H. Quillen VAMC where I have delivered professional services to homeless veterans for 25 years. I also have functioned in the role of Psychology Training Director of the Psychology Internship Program at the facility for 14 years and Assistant Psychology Training Director for the past 6 years.
How did I get involved in diversity training activities? Let me assure you that it is not that I believe I am particularly well qualified. In the process of functioning in the role of Psychology Training Director, I discovered that I was in a seemingly homogenous setting with limited diversity awareness exposure. As many of you may have already observed, our psychology interns were better trained than most of our faculty were in diversity awareness.
I recognized that we needed to address the issue. I became acutely aware of the need to act. I began attending numerous training conferences in supervision and diversity awareness and then began providing training in supervision and multicultural diversity to our faculty. My affinity for service to the homeless derives in part from my religious heritage and family background of service to others. This adventure expanded to include my learning better how to attend to and relate to those individuals perceived as different and often excluded from mainstream society.
As psychologists and mental health professionals, we stand at a critical social juncture in our society where we are in a unique professional role to be able to relate to those who are different from us. I believe it is our responsibility to build relational bridges, to help find common ground, to celebrate our unique identities, and to foster a positive environment where we can collectively grow what is good. I believe that learning to skillfully navigate this arena is crucial to the survival and ultimate success of our profession.
By Jerry Buchanan

2. Goals: To utilize a supervisory map for training supervisees.
To examine a Multidimensional Ecological Comparative Framework designed for describing supervision and psychotherapy as cultural encounters.
To critique role plays of a Caucasian supervisor and a Latina therapist/supervisee dealing with a Latino/ Latina family.
To construct supervisor/therapist maps to describe and address critical issues in supervision.
I want to create for you an opportunity to explore on a more experiential level how to manage diversity issues within the context of supervision. First, we need to examine the use of appropriate tools to help you navigate this terrain.
We will first look at a couple of examples of supervisory maps. From this vantage point, you will learn about a supervisory map to encompass the broad landscape of supervision. Then we will focus on a more in-depth analysis of multicultural supervision developed by Falicov (2014) called the Multidimensional Ecological Comparative Framework. This model will give you lens that will help adjust your sight on how to look at supervisory relationships.
Then we will examine a role play situation involving a Caucasian supervisor and a Latina therapist/supervisee who is working with a Latino/Latina family.
Then we will define and address critical issues in the supervisory relationship.

3. Emic Etic Just so you know…
I am very interested in multicultural supervision, but I do not consider myself an expert.
Experientially, the more I learn the less I seem to know.
I will examine the issues from an etic perspective, by attempting to talk about what I think matters and looking at things from outside the situation.
I hope to create opportunities for a dialogue with you, particularly those of you who have an emic knowledge of how things work from an insider’s perspective.
The most important thing I hope to share is an understanding of the attitudes that are most constructive for engaging in these exchanges in a positive way.
Discuss “knowing” and “not knowing” and how I have learned to see this field of work.
“…Emic knowledge and interpretations are those existing within a culture, that are ‘determined by local custom, meaning, and belief’ (Ager and Loughry, 2004: n.p.) and best described by a 'native' of the culture. Etic knowledge refers to generalizations about human behavior that are considered universally true, and commonly links cultural practices to factors of interest to the researcher, such as economic or ecological conditions, that cultural insiders may not consider very relevant (Morris et al., 1999).”
(Wikipedia, Emic and Etic: Definitions;
Discuss the importance of experiential learning in diversity awareness that involves both engaging in a dialogue and examining attitudes. So much of this learning is embedding in aspects of ourselves that is out of conscious awareness, it is difficult to capture the knowledge just involving the intellectual discussion about of the situation. You have to become engaged interpersonally, relationally, and emotionally to tap the depth of you own experiences and awareness. Sometimes, it gets a little uncomfortable when you bump into parts of your self that you were not aware of being in existence…sometimes it is exciting to discover new things.

4. Diversity Competence
Guideline 4: Supervisors strive for diversity competence across populations and settings.
Knowledge
Skills
Values
Attitude
Diversity competence is an inseparable and essential component of supervision competence that involves relevant knowledge, skills, and values/attitudes.
Connection to competencies…integrated throughout the practice of supervision.
American Psychological Association, 2015, p. 36.

5. Supervisors must recognize that therapists’ subjectivity is a vital component in the treatment of clients whose race, class, or ethnicity varies from that of the therapist.
The professional values and perspectives of the therapist inform the therapeutic encounter as much as the values of the client.
As clinicians, we are familiar with focusing on the inner subjectivity of the client.
As supervisors, we must also attend to the additional parties who are involved in the interaction, particularly the supervisee/therapist.
However, our ultimate ethical and legal responsibility is to do what is in the best interest and welfare of the client.
As the supervisor, you are responsible for guiding the direction, tone, and focus of supervisory session.
Implementation of a multicultural supervisory framework requires specific knowledge and understanding of diverse groups, the ability to perceive differences and similarities in people, and the practice and teaching of skills of self-reflectivity.
Falicov, 2014, p. 30

6. “A clinician’s level of cultural responsiveness has a direct impact on how cultural factors are addressed clinically.”
Consequently, what you do to impact the work in supervision on cultural responsiveness affects both the supervisee and the client. It is your responsibility to set the correct tone and focus in this area.
(Gallardo and Gomez, 2015, p. 174)

7. The therapist and supervisor must approach the clinical relevance of cultural issues as a balancing of risks between two errors:
2) Overestimating and magnifying the importance of culture at the expense of failing to recognize dysfunctional individual or family processes.
1) Underestimating the impact of culture and incorrectly attributing dysfunction to a pattern that is normative in the individual’s of family’s culture, or
With the first mistake, we over-pathologize normative cultural behaviors. In the second mistake, we overvalue behaviors as unique examples of cultural influence and ignore unhealthy, dysfunctional behaviors that need to be addressed clinically.
In the first instance, an example might be that you are more attuned to pathologizing psychotic symptoms surrounding death where individuals describe seeing a vision of a loved one and speaking to this person, and you ignore the cultural revelance of these symptoms as part of the grief process. In the second instance, you would be more attuned to the cultural phenomena and fail to note a patient’s psychotic decompensation under stress.
Falicov, 2014, p. 31

8. Handout Supervisory Maps
The task is to build a prioritized listing of considerations in the mind of the supervisor when he or she goes into the supervisory hour.
Consider the following questions:
Exactly what areas of supervisory intervention are most critical?
In what order are they prioritized?
This was my first exposure to supervisory maps.
What is helpful about this map is that it provides an encompassing overview of the clinical situation and how to approach clinical supervision.
Note that there comes a point where you have to engage the other parties to sort out the similarities and differences.
We will be utilizing this as a contextual frame of reference to identify the broad range of issues that one might address in supervision, while our primary focus will be on the multicultural supervision competency.
In our exercise, we will focus on the questions raised here to simplify the work.
Handout
(Flander & Shrafansky, 2004, pp )

9. Supervisee/Superisor Maps
In addition, the supervisee/trainee constructs his or her own map.
Then the supervisor and the supervisee compare maps to discuss discrepancies and how they affect the supervisory relationship, the therapeutic relationship, and treatment outcome.
Here we are focusing directly on the supervisory relationship, as part of a training exercise.
Note that there are multiple maps to attend to in supervision, i. e., remember the client/family also will have a map.
Note the focus on contrasting differences between the maps and how these discrepancies may permeate across multiple issues in the supervisory relationship.
(Flander & Shrafansky, 2004, pp )

10. Contrasting priorities may exist for issues of safety, pragmatics, ethics, and legalities, or many other considerations, many of which may be seen through the prism of diversity.
Highlighting and discussing personal views adds perspective and enhances communication.
These discussions are supplemental to discussions in the dimensions of culture using the frameworks of Falicov and Hays.
This technique is also useful in assisting a problematic trainee to address the substantial differences in approach to a particular client’s situation.
Supervisory Maps (Introduce with the first part.)
Specific Seminar Training Sequence:
Supervisors and supervisees construct supervisory and supervisee maps and highlight and discuss contrasting priorities.
Supervisors and supervisees describe an aspect of their own particular upbringing and personal cultural identification and development utilizing one of four contexts: Falicov’s journey of migration and cultural change, and ecological context, family organization, or transitions in the structure of family life.
Presenters use food, music, poetry, photographic albums, video, or objects of significance to share their culture.
The framework is applied to clinical material with discussion of how the maps of the supervisor, supervisee, and client or family interface and influence the process.
Personal and experiential understandings of prejudice and stereotyping are processed.
In follow-up, supervisors and supervisees conduct an elaborate case analysis using Falicov’s model and self knowledge they gleamed during the seminar.
(Falande and Shrafanske, 2004, pp
With item #2, note that we will focus on the Falicov model.
(Flander & Shrafansky, 2004, pp )

11. Supervision Encounter
The supervision encounter occurs between the supervisor’s, the therapist’s, and the client’s theoretical and personal and cultural maps.
Clinician’s Map
Personal
Supervisor’s Map
Theory
Family Maps
Here we begin to examine Falicov’s framework for exploring the clinician’s and supervisor’s maps. This is how she describes the previous slide.
Notice how Falicov incorporates theoretical and personal influences on the relationship.
The identification of Family Maps refers to the clinician’s own family of origin and their influences on his or her perspective.
Similarly, the supervisor’s map about the therapist-in-supervision stems from his or her theoretical position and personal culture. (Falicov, 2014, pp )
(Falicov, 2014, p. 32)
Figure 2.1 The supervision encounter is multicultural (Falicov, 2014).

12. Multidimensional Ecological Comparative Framework
MECA
Framework
Contains a comprehensive definition of culture
Offers a method for making meaningful comparisons
Makes room for multiple and evolving cultural narratives
The MECA framework moves us beyond completing a checklist to ensure we have covered relevant areas of concern.
The MECA framework moves us beyond knowing something about the cultural values and norms of the client.
The MECA framework moves us beyond a focus on cultural identity.
The MECA framework moves us beyond a simple focus on race and ethnicity to a more complex understanding of culture.
The MECA framework creates a comparative framework by which we can make meaningful comparisons of similarities and differences.
The MECA framework creates a comparative framework by which we can explore multiple and evolving stories of how people’s lives grow and change.
(Falicov, 2014, p. 38)

13. The definition of is multidimensional and complex
culture
The definition of is multidimensional and complex
“Culture is those sets of shared world views, meanings, and adaptive behaviors derived from simultaneous membership and participation in a variety of contexts, such as
language;
rural, urban, or suburban setting;
race, ethnicity, and socioeconomic status;
age, gender, sexual orientation, religion, disability, nationality;
employment, education and occupation, political ideology, stage of migration/acculturation, partaking of similar historical moments and ideologies.”
Look at how this opens the door for multiple ways to explore and understand culture in the context of a person’s life and how the opportunities for observing similarities and difference increase exponentially. There is a broad based intersection of multiple group identities to explore.
(Falicov, 2014, p. 38)

14. Emic knowledge Cultural Humility
Cultural humility, more accurately than the concept of cultural competence, captures the reality that the client is uniquely qualified to educate the therapist about his or her multiculturalism, that is his or her membership in multiple cultural groups and life stressors, which in turn affects treatment priorities.
This is an important attribute to assume when you approach a person’s membership in different groups and how it impact his or her identity.
Remember the distinction of Emic and Etic.
“…Emic knowledge and interpretations are those existing within a culture, that are ‘determined by local custom, meaning, and belief’ (Ager and Loughry, 2004: n.p.) and best described by a 'native' of the culture. Etic knowledge refers to generalizations about human behavior that are considered universally true, and commonly links cultural practices to factors of interest to the researcher, such as economic or ecological conditions, that cultural insiders may not consider very relevant (Morris et al., 1999).”
(Wikipedia, Emic and Etic: Definitions;
As a supervisor, you should encourage and guide the process of defining what exploring the Etic knowledge and then help your supervisee assume a “not knowing” stance with respect to Emic knowledge best described by the client as an insider.
Emic knowledge
(Falicov, 2014, p. 33.)

15. Multidimensional Ecological Comparative Framework
Describes Multidimensionality and Fluidity
Reflects Diversity
Accepts Exclusion
Describes the multidimensionality and fluidity of culture
Reflects the meaning of the word “diversity” better than one dimension alone
Accepts that exclusion can also be part of the cultural experience
This is a dynamic multidimensional framework for understanding and working with cultural influences and behavior.
(Falicov, 2014, pp )

16. Multidimensional Ecological Comparative Framework
Combines Multiple Contexts and Partial Perspectives
Encourages Comparisons
Allows Different Theoretical Approaches
Multidimensional Ecological Comparative Framework
Shapes and defines culture through a combination of multiple contexts and partial perspectives in a plurality of cultural subgroups
Encourages a comparative approach for examining different sociocultural contexts
Allows for different theoretical approaches to therapy and supervision
Notice the importance of the definition of culture in introducing multiple contexts and partial perspectives of cultural subgroups.
The dynamic aspect is heightened when you incorporate other maps and begin to look at the similarities and identify the discrepancies.
This is a metatheoretical framework that allows for the incorporation of other theories and models, very similar to and consistent with the competency based supervisory model.
(Falicov, 2014, pp )

17. Multidimensional Ecological Comparative Framework
Moves Beyond Stereotypes
Utilizes Both/And Stances
Takes Knowing/Not Knowing Stances
Moves beyond cultural stereotypes
Utilizes both/and stances
Takes knowing and not-knowing stances
We must move beyond cultural stereotypes, particularly those based on a single dimension, such as ethnicity (Falicov, 2014, p. 41).
Because families distill and draw selectively from the groups and ideologies to which they belong, the therapist should not assume that knowing the context is knowing the family…There is no list of dos and don’ts for working with various cultural groups; only one do and one don’t. Do ask, and don’t assume (Falicov, 2014, p. 41).
“It seems best to maintain a both/and position between making generalizations that describe some culture-specific aspect of a collective identity (e.g., “He is displaying a Latino-style machismo (not familismo)” while recognizing similarities with other groups (e.g., “His bravado may not be to dissimilar to public displays of preferred masculinities in other patriarchal societies”). Yet, it is also very important to honor subcultural and individual differences by probing personal interpretations or exceptions in the therapeutic and supervisory conversation (Falicov, 2014, pp ).”
Knowing and not-knowing stances in therapy and in supervision are necessary when embracing multidimensionality. The ethnic-focused position, which requires knowing as many details about particular cultures as possible, can be contrasted to a not-knowing stance in therapy. Not-knowing approaches are based on curiosity and encourage a dialogue that takes into account all meanings - cultural and personal - as they emerge in the therapeutic situation. The both/and approach, which combines a not-knowing stance with information about specific cultures relevant to therapy, can provide the most beneficial means of working with diverse clients and client families. In weaving back and forth between these stances, the supervisor and supervisee must be comfortable with an ever present “double discourse,” an ability to see the universal human similarities while recognizing and respecting culture-specific differences (Falicov, 2014, pp ).
(Falicov, 2014, p )

18. Multidimensional Ecological Comparative Framework
Cultural Diversity
Social Justice
Encompasses a cultural diversity lens
Assumes a social justice perspective
The supervisor guidelines in Domain B: Diversity indicate that:
“Supervisors are encouraged to infuse diversity into all aspects of clinical practice and supervision, including attention to oppression and privilege and the impact those have on the supervisory power differential, relationship, and on client/patient and supervisee interactions and supervision interactions.” (APA, 2015, p. 36)
In the clinical arena, a social justice position directs the attention to life conditions, power differentials, and prejudice that limit social and economic opportunities, promote internalized racism, and affect psychological development and mental health for those who are poor or marginalized (Falicov, 2014, p. 45).
Without a lens that includes social inequities, cultural preferences may be used as an explanation for economic failure, domestic violence, or poor school performance, whereas the larger negative effects of poverty and social discrimination are downplayed (Falicov, 2014, pp ).
Supervisors can suggest that therapists begin social justice inquiries early, along with obtaining the historical facts, the cultural genogram, the presentation problems, or concerns that brought the client to therapy – the treatment itself becomes an act of social justice, this is usually called empowerment (Falicov, 2014, pp ).
When therapist and supervisor attend to issues of race, ethnicity, social class, gender, religion, or sexual orientation, critical questions arise about the customary assumptions of mainstream psychotherapy, such as issues of attachment, individuation, or hierarchies in individual and family life. This awareness may lead to important transformations or accommodations of taken-for-granted therapy concepts and techniques. (Falicov, 2014, p. 45).

19. Ecological Niches and Cultural Borderlands
“Each person has a culture comprising a number of collective identities - groups of belonging, participation, and identification that make up his or her ecological niche (Falicov, 2014, p. 39).
“Each person’s ecological niche shares cultural borderlands, or zones of overlap of similarities and differences with others by virtue of race, ethnicity, religion, occupation, or social class (Falicov, 2014, p. 40).”
On of my favorite ecological niches viewable from Roan Mountain.

20. Personal Ecological Niche American born citizen Caucasian
Southern Appalachian heritage
First generation middle class
Psychologist employed at VA
Democrat
Son of Scottish-Irish Parents
Married for 38 years to a fiber artist
Father of two daughters
Theoretical Ecological Niche
Interest in disadvantaged populations, diversity awareness, and supervision and training
Counseling Psychologist
Developmental/relational focus
Problem Solving/Cognitive Behavioral/Existential Perspective
Group therapy/crisis intervention/assessment
“Each person has a culture comprising a number of collective identities - groups of belonging, participation, and identification that make up his or her ecological niche (Falicov, 2014, p. 39).
“Each person’s ecological niche shares cultural borderlands, or zones of overlap of similarities and differences with others by virtue of race, ethnicity, religion, occupation, or social class (Falicov, 2014, p. 40).”
(Falicov, 2014, p. 39)

21. Four Key Generic Ecosystem Domains
Ecological Context
Community
Work
School
Religion
Family Life Cycle
Ideals
Meanings
Timings
Transitions
Migration/Acculturation
Separations & Reunions
Trauma
Disorienting Anxieties
Cultural Identities
Family Organization
Nuclear/Extended Family
Connectedness
Hierarchies
Communicaton Styles
Migration/Acculturation attends to the journey of migration and culture change – attends to diversity in when, why, and how a family came to migrate…Migration may have significant mental health reveberations for the internal and external workings of individuals and families over several generations (Falicov, 2014, p. 48)
The Ecological Context examines diversity in where and how the client lives and fits in the broader sociopolitical environment… This domain sensitizes therapists to the psychology of marginalization; those psychosocial and mental health consequences of marginalized status; discrimination due to race, poverty, and documented or undocumented status; and other forms of powerlessness, underrepresentation, lack of entitlement, and access to resources… The constellation of beliefs about health, illness, religion, spirituality, and magic are relevant for understanding the client’s preferred avenues of access and attitudes toward mainstream health care, psychotherapy, and complementary folk medicine… Personal beliefs about responsibility and cultural styles of coping with adversity are of particular importance (Falicov, 2014, pp.48-49).
Family Organization considers diversity in family structure and in the values connected to different family arrangements. Many ethnic and poor families tend to share a preference for collectivistic, sociocentric family arrangement that encourage parent-child involvement and parental respect throughout life. This is in contrast to nuclear family arrangements that the strength of nonblood relationships such as husband-wife… It is common for immigrant and poor clients to need help in balancing affectional and pragmatic attachments to the family of origin and current loyalities to the family of procreation. These contradictions and dilemmas can be subsumed under a psychology of cultural organizational transitions (Falicov, 2014, p. 49).
Family Life Cycle encompasses the dimensions of time and focuses on diversity in how natural developmental stages and transitions are culturally patterned… It is valuable for therapists to understand similarities and differences between themselves and their clients…regarding life-cycle values and experiences (Falicov, 2014, p. 49).

22. Figure 2.2 The four generic domains of the MECA approach framework
Ecological Context
Community
Work
School
Religion
Handout
Ideals
Meanings
Timings
Transitions
Family Life Cycle
Clinician’s Map
Personal
Supervisor’s Map
Theory
Figure The four generic domains of the MECA approach framework
Family Maps
Social Justice (Discrimination, Racism)
Cultural Diversity (Values and Beliefs)
Here are all the pieces of MECA framework integrated into one figure that includes the four generic domains.
Nuclear / Extended Family
Connectedness
Hierarchies
Communication Styles
Migration / Acculturation
Separation & Reunions
Trauma
Disorienting Anxieties
Cultural Identities
Family Organization
(Falicov, 2014, .p 47)

23. Deconstructing Similarities and DifferencesX Y
Similarities and differences between therapists and clients and between therapists and supervisors are at the core of assessing culturally based client behavior and creating culturally attuned interventions. X
Here is where the fun and hard work begins.
(Falicov, 2014, p. 53)

24. Integration of MECA into Diversity Supervision
Didactic aspects of multiculturalism
Supervisor and supervisee engage in self-examination using ecological niche list and accompanying cultural borderlands
Assessment of a client’s culture and social location by using MECA dimensions and MECA maps to compare the therapist’s (and supervisor’s) maps
Collaborative periodic examination of the supervisory – supervisee system
If as a supervisor, you want to teach a supervisee/trainee how to integrate diversity into their framework, this is Falicov’s idea of how to do it.
(Falicov, 2014, pp )

25. Deconstructing Cultural and Sociopolitical Issues in Supervision
Handout
Deconstructing Cultural and Sociopolitical Issues in Supervision
Drawing attention to differences and similarities within the triad of client-therapist-supervisor beliefs and values (e.g., individualism and collectivism; gender and generational hierarchies).
Contextualizing the differences (understand socialization forces and search for similarities that transcend differences).
Dilemmas of coexistence of conflicting meanings (i.e., how these relate to the presenting tensions for client, therapist, and supervisor).
Previewing interventions, narratives, and solutions that integrate culture and social location for the client’s presenting problem.
I find this particularly helpful when you begin to examine the different maps in supervision.
(Falicov, 2014, p. 53)

26. Latino/Latina Case Study
Latinos are the fastest growing racial/ethnic minority group in the U.S.
In the past decade, they have increased by 43% and currently make up 16% of the total population.
Based on 2011 Census data, projections suggest that Latinos will make up 25% of the total U.S. population by 2050.
You may wonder why I chose a Latino/Latina case role play for us to examine…these are some of the demographic reasons.
I searched through a lot of supervision videos to locate the one’s we will use today. The level of professional style that created these videos impressed me, and the quality of the work influenced my decision about how to shape this presentation. I hope you find them instructive.
(Villatoro, Morales & May, 2014, p. 353)

27. Latino/Latina Case Study
Approximately, 60% of Latinos meet diagnostic criteria for any lifetime mood, anxiety, or substance use disorder, including 30% who meet criteria of any past-year psychiatric disorder.
Empirical evidence points to the health immigrant effect within mental health, as U.S. born Latinos are more at risk for having a past year psychiatric disorder than Foreign born Latinos.
The Surgeon General’s report on mental health estimates that fewer than one in 11 Latinos with mental health problems have contact with mental health specialists.
Lifetime Mood Disorders
Past Year MH Disorders
One in 11 Seek MH Services
Despite the mental health needs of Latinos, their participation in mental health services lags behind that of the general population (Alegría et al., 2002; Alegría, Chatterji, et al., 2008). Among individuals meeting diagnostic criteria for a past-year depressive disorder, 64% of Latinos versus 40% of non-Latino Whites do not use any form of mental health service (Alegría, Chatterji, et al., 2008).
(Villatoro, Morales & May, 2014, p. 354)
As an alternative to formal mental health services, family and friends may prefer to recommend folk healers or religious-oriented services for mental health-related problems (Kane & Williams, 2000; Loera et al., 2009). Given religion’s prominent role and acceptability in the Latino culture and community (Campesino & Schwartz, 2006; McField & Belliard, 2009; Taylor, Lopez, Martínez, & Velasco, 2012), these services may be less stigmatizing to Latinos in need of care as compared to formal mental health services. (Villatoro, Morales & May, 2014, p. 355)
Lastly, the family or social network of Latinos can also help the individual identify a need for mental health care, particularly when the burden of mental illness is perceived to create undue stress and disruption to the group (Alegría, Chatterji, et al., 2008; Cauce et al., 2002). (Villatoro, Morales & May, 2014, p. 355)
(Villatoro, Morales & May, 2014, pp )

28. Instructions Maps – Session 4 Supervisor 2 Supervisee / Therapist
Client
Supervisor
Therapist
Maps – Session 4
Create three focus groups. Break into groups of 4-5 people. Select a recorder.
Identify critical issues for supervisor / therapist / family maps and determine priority for each.
Construct a supervisor / supervisee / family response for what needs to happen.
Engage in interactive discussion between the 3 groups to identify major matches and mismatches.
Supervisor 2
Supervisee / Therapist
Family
Explain what happens in Session 4.
Create three focus groups. Break into groups of 4-5 people. Select a recorder to report on what your group discussed.
Create supervisory / therapist / family maps from the input of larger focus groups to identify priority issues.
Note: There comes a point where you have to move beyond what is in your map and interact with other parties involved.
Construct a supervisory / therapist / family intervention plan for what needs to happen in Session 4 and 5. (Will need a screen or white board to list priority issues.)
Allow for interactive discussion between the 3 groups as they work to identify major matches and mismatches. (Use deconstruction handout.)
Remember to consider the following questions:
Exactly what areas of supervisory intervention are most critical?
In what order are they prioritized?
(Flander & Shrafansky, 2004, pp
(May use the deconstructing cultural and sociopolitical issues as a guide.)
Drawing attention to differences and similarities within the triad of client-therapist-supervisor beliefs and values (e.g., individualism and collectivism; gender and generational hierarchies).
Contextualizing the differences (understand socialization forces and search for similarities that transcend differences).
Dilemmas of coexistence of conflicting meanings (i.e., how these relate to the presenting tensions for client, therapist, and supervisor).
Previewing interventions, narratives, and solutions that integrate culture and social location for the client’s presenting problem.
(Falicov, 2014, p. 53)

29. Supervisor 2 Discussion Sit comfortably. Noticing Breathing Focusing
Waiting
Emotional Inquiry
Cognitive Inquiry
Writing
Discussion
Three Representative Groups:
Client/Family
Supervisee/Therapist
Supervisor 1
Supervisor 2
Preparation for what is to come. Set the stage. Break out into three groups with smaller subgroups of 4-5 individuals. Then do the focusing in preparation for what will happen after people are settled.
Supervisor 2
(Young, 2003)

30. ACA 2012 Supervision Video 1.wmv
By Dr. Zoila Tovar Blank
A psychology faculty member at Chandler – Gilbert Community College
Video Published on Mar 19, 2012
For Latino-Centered Supervision Competencies Supervision Role Play
At American Counseling Association Annual Convention (March 2012)

31. ACA 2012 Supervision Video 2.wmv
By Dr. Zoila Tovar Blank
A psychology faculty member at Chandler – Gilbert Community College
Video Published on Mar 19, 2012
For Latino-Centered Supervision Competencies Supervision Role Play
At American Counseling Association Annual Convention (March 2012)
Watch sessions
4 and 5
Watch session 4. Get additional input and comments.
Watch session 5. Flip slide to next one for questions.
Integrate data from Latina/Latino research to summarize discussion.

32. Client
Supervisor
Therapist
Comments and Summary
How did the 1st Supervisor Readdress the conflict?
What priorities did she select?
How would you have done it Differently?
What is the most important thing you have learned about constructing supervisory maps?
Integrate data from Latina/Latino research to summarize discussion.