Training and Education in Professional Psychology

Sharing wisdom: Ethnic minority supervisor perspectives.
We offer this special issue in an effort to fill the gap in the literature regarding ethnic minority supervisor processes. We dedicate this issue to the ethnic minority psychologist pioneers who have brought tremendous life experience to their work as supervisors, who can reflect on their strategies, lessons learned, You will find three types of articles in this issue. The narratives speak to the personal journeys of psychologists and how their stories inform the practice of supervision. The theoretical offerings highlight the need to think creatively and with an integrative mind when applying extant literature to supervision involving supervisors of color. Finally, one qualitative research article demonstrates that although there are more people of color supervisors in the field, there is still a need to educate them on cultural competency in supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
Reflections on the importance of place.
The author describes her personal journey of finding her voice through the ’aina, the Hawaiian word for place or land. Loosely translated, ’aina represents an emotional connection to a safe place for physical, mental, emotional, and spiritual growth. By connecting with her upbringing, family struggles, and personal experiences, the author reflects on the meaning of supervision, and describes how she uses ’aina to help supervisees find their unique voices. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
On supervision: Reflections of a Latino psychologist.
The clinical supervisory relationship can be used to help psychotherapy trainees develop a more integrated sense of a multicultural and professional self. In this paper, the author shares some of his own training experiences in supervision and their influence on his supervision style. Examples from supervisory sessions are given to demonstrate how issues of race, gender, class, and sexual orientation can be used to advance both the supervision and the treatment. Candid discussions around the transferential and countertransferential issues in the supervision and the treatment can improve the supervisee’s capacity to integrate cultural identity into the developing sense of professional self as a therapist. This process also contributes to the clinical understanding of the person being treated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
An African American supervisor’s reflections on multicultural supervision.
As the demographics of U.S. society become more diverse, more People of Color are attracted to the fields of counseling/clinical/school psychology and have the opportunity to work with supervisors from ethnically and culturally diverse backgrounds. An African American supervisor reflects on her experiences with multicultural supervision. Seven microaggression themes are discussed, along with three multicultural identity and competence disequilibrium patterns. The author also describes the benefits and challenges of multicultural supervision and the tenure-track process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
Microaggressions by supervisors of color.
Supervisors of color are not only targets of discrimination but also perpretators. The denial of supervisees’ identities reveals a lack of respect and empathy, creating significant barriers to a good supervisory relationship. An area of professional development for supervisors of color is understanding the diverse identities of our supervisees, who are increasingly multiethnic and transnational. Supervisors of color also need the opportunity to examine their experiences of microaggressions both as sender and receiver and reflect on their own identities and how they impede or enhance the quality of supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
Opportunity amidst challenge: Reflections of a Latina supervisor.
This paper discusses the experiences of a Latina supervisor who practices from a multiculturally competent framework, including cultural issues, ethical issues, and organizational issues. Examples are provided throughout the paper to illustrate the flexibility and sensitivity required when attempting to navigate the interaction of multicultural identities in supervision. Reflections are then offered as they relate to the experiences of the Latina supervisor, including the salience of sociocultural background, the assumption of multicultural competence based on a non-White identity, the importance of developing a strong supervisory alliance when encouraging the development of multicultural competence, and how delivering multiculturally competent supervision is an opportunity to serve the field as an agent of change dedicated to social justice (Rollock & Gordon, 2000). (PsycINFO Database Record (c) 2010 APA, all rights reserved)
My racial identity development and supervision: A self-reflection.
Using the People of Color Racial Identity model (Helms & Cook, 1999) as a framework, the author reflects on her supervisory experience and professional development as an Asian immigrant psychologist. Through the author’s self-reflection, this article also illustrates how one’s racial identity development and professional experience mutually shape each other. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
Intersectionality, power, and relational safety in context: Key concepts in clinical supervision.
In this paper, we articulate foundational concepts for a supervision framework from a critical postcolonial perspective: intersectionality, power, and relational safety in context. We identify opportunities, challenges, and dilemmas encountered when engaging with students and colleagues in examining dimensions of privilege and oppression in supervision-of-supervision and supervision of clinical work conducted by clinicians in training. We highlight experiences of supervisees and supervisors of color throughout the paper, bringing together our own voices as a supervisor of color and White supervisor via our shared postcolonial lens to advance dialogue among scholars of all ethnicities. We also differentiate our experiences, purposefully centering the voices of supervisors of color to further a critical postcolonial agenda. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
“From the margins to the center”: Moving towards a resilience-based model of supervision for queer people of color supervisors.
Informed by the authors’ experiences as queer people of color, this article proposes a model of supervision that encourages queer people of color supervisors to draw upon their own histories of oppression and resilience in providing culturally competent and affirmative supervision to trainees. The Queer People of Color Resilience-Based Model of Supervision references models of supervision that typically focus on supervisee development to explore ways in which supervisor development may also benefit the supervision process. This model integrates the multicultural supervision domains (Ancis & Ladany, 2001) with queer models of supervision (Halpert, Reinhardt, & Toohey, 2007) in order to address how racism and heterosexism both may influence the supervision process. The authors share critical incidents from their own development as supervisors, a case study, and specific suggestions for supervision to bring attention to the unique concerns of queer people of color who provide supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
No hay rosas sin espinas: Conceptualizing Latina-Latina supervision from a multicultural developmental supervisory model.
Latina mental health professionals encounter many opportunities and challenges in professional settings. As Latinas increasingly enter the profession, we are now having our first opportunity to supervise another Latina. This opportunity is often greeted with great excitement and anticipation; however, it also presents unique professional challenges. These challenges often include, but are not limited to, the potential to blur boundaries in an unhealthy manner, idealization and then unmet expectations, overidentification, and cultural misunderstandings based on ethnic differences. Little has been written about Latina-Latina supervisory dyad relationships. Few Latina psychologists have had formal training in providing supervision to other Latinas and yet the future promises to increase these types of experiences. The authors developed a Multicultural Developmental Supervisory Model (MDSM) that integrates specific Latina/o multicultural counseling competencies and Latina/o ethnic identity theory, with developmental theories of supervision. The MDSM is designed to identify the complex processes that influence the supervision dyad in an effort to provide guidance and support to the supervisor and the supervisee as well as the institutions in which supervision takes place. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
Clinical supervision: Dialogues on diversity.
Integration of diversity issues into supervision training and research has been sorely neglected, in spite of the recognition that diversity is a core component of psychological training. Several barriers to this integration are described. The author suggests that these barriers can be surmounted by implementing pedagogy developed for diverse and underserved populations. The author suggests that the supervisor works within the supervisees’ zone of proximal development (Vygotsky, 1978, 1986), use mediated learning experiences that intentionally create collaborative learning environments (Feuerstein, 1979; Feuerstein, Rand, Hoffman, & Miller, 1980), and mentoring relationships (Huang & Lynch, 1995). Disguised case vignettes are presented to illustrate how diversity issues emerge and are discussed within the learning environment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
An examination of people of color supervision dyads: Racial identity matters as much as race.
Considering the growing racial and ethnic diversity among supervisees, the number of clinical supervision dyads comprised of supervisees and supervisors of Color is likely to increase dramatically. Although extant research has focused on supervision that involves White supervisors paired with racial, ethnic, and linguistic minority supervisees, few authors have explored the supervisory dynamics between clinicians of color and supervisees of Color. This study used a qualitative analysis of structured survey responses provided by supervisees of Color to argue that racial identity (i.e., supervisors’ and supervisees’ psychological experiences of race), more than race is essential for managing the racial dynamics of supervisory dyads involving two people of Color. Using Helms Racial Identity Social Interaction Model (Helms, 1990, 1995), we use a directed content analysis of participants’ responses to demonstrate common themes that emerge when race is introduced into the supervision relationship. Based on supervisees’ reported experiences, implications for the practice of supervision involving people of Color are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)

Training and Education in Professional Psychology - Vol 4, Iss 1