ACADEMIA Letters Multicultural Competence in Supervision within the Helping Profession Veronika Basa Abstract Supervisors and supervisees come from diverse cultural and ethnic backgrounds, each bringing their own cultural beliefs and attitudes of each other’s cultural groups into the supervisorsupervisee and supervisee-client relationships. Beliefs which lead to misperception and negativity in a supervisory relationship, have not only the tendency to shut down growth and communication within the supervision process but also within the supervisee’s therapeutic process with the client. Thus, the interest in supervision models that promote supervisors’ and supervisees’ multicultural competence central to services provided by all professionals within the Helping Profession, has been on an increase. The purpose of this article is to highlight the significance of applying multicultural competencies to supervision, to not only increase the understanding and awareness of multiculturalism in a supervisor - supervisee relationship but also how this in turn impacts multicultural awareness in a counsellor-client relationship and the client outcome. Keywords: Multicultural Competence, Ethical Decision Making, Multicultural Supervision, Multiculturalism, Multicultural Awareness Academia Letters, August 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Veronika Basa, info@veronikabasa.com Citation: Basa, V. (2021). Multicultural Competence in Supervision within the Helping Profession. Academia Letters, Article 2964. https://doi.org/10.20935/AL2964. 1 INTRODUCTION Supervision can be defined as: ‘… an intervention provided by a more senior member of a profession to a more junior member or members of that same profession. This relationship is evaluative, extends over time, and has the simultaneous purposes of enhancing the professional functioning of the more junior person(s), monitoring the quality of professional services offered to the clients that she, he, or they see, and serving as a gatekeeper for those who are to enter the particular profession’ (Bernard & Goodyear, 2004, p. 8) Multicultural supervision is a process where supervisors not only help supervisees to increase their awareness about race or ethnicity but also promote awareness of cultural differences in the supervisor-supervisee relationship and in the supervisee-client relationship (Bernard & Goodyear, 2009), and in a non-judgmental manner contrast their own belief systems and attitudes with their supervisees with an understanding of cultural interchanges within the supervision relationship (Sue, Arredondo, & McDavis, 1992). To minimize miscommunication (Riley, 2004), supervisors need to have an understanding and an awareness of the multicultural facets impacting the supervision process, and their dynamic cultural interchanges (Jordan, Brinson, & Peterson, 2002; Leong & Wagner, 1994; Colistra, & Brown-Rice, 2011). This article will cover a short literature review about the importance of multicultural competence of supervisors, supervisees, and educators, and how multicultural competence in supervision parallels and directly impacts the supervisee-client relationship (Bernard & Goodyear, 2009; Colistra, & Brown-Rice, 2011), and provide readers with a starting point in their understanding of this topic. HISTORY Over the last couple of decades, factors such as changes in health care systems, evidencebased practices, new technology, international migration, diversified professional workforces, political correctness, and growth of international students, have highlighted how important cultural competence is (Corey, Haynes, Moulton, & Muratori, 2010; Rose, 2013; Lee, 2018), but has begun to flourish within the last decade (Tohidian & Quek, 2017). Interactions of supervisors and supervisees with clients and families from different cultures of different cultural and linguistic backgrounds, including international students, increased the need to include multicultural competence in the teaching and learning process of Academia Letters, August 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Veronika Basa, info@veronikabasa.com Citation: Basa, V. (2021). Multicultural Competence in Supervision within the Helping Profession. Academia Letters, Article 2964. https://doi.org/10.20935/AL2964. 2 supervisors and supervisees (Bernard & Goodyear, 2009; Jordan, Brinson & Peterson, 2002; Jordan et al., 2002; Lee, 2018), to enable them to use appropriate communication skills in each culturally different context (Lynch & Hanson, 2011). Currently, associations in the helping profession worldwide progressively include multicultural competency as part of supervisors’ and supervisees’ professional standards. MULTICULTURAL COMPETENCE Multicultural competence of educators, supervisors, and supervisees is essential in the services they each provide to their diverse clients to improve client outcomes (Leask, 2015), and include: an awareness an knowledge of self and others, valuing self and others’ values, beliefs and behaviours; skills they each use (Chao, 2006; Sue et al., 1992) in their practice, including self-awareness of their own assumptions, values, and biases; understanding the client’s view of the world (Fickling, Tangen, Graden, & Grays, 2019); and developing interventions and strategies that are culturally appropriate (Sue et al., 1992; Corey et al., 2010). The impact of culture can either help or hinder the supervision process as cultural conditioning, power and authority (Jordan et al., 2002), usually result in supervision critical incidents (Ober, Granello, & Henfield, 2009). Research indicates thatsupervisees reported satisfactory (Duan & Roehlke, 2001) or unsatisfactory (Fukuyama, 1994; Toporek, OrtegaVillalobos, & Pope-Davis, 2004) experiences in the supervision process. SUPERVISORS’ RESPONSIVENESS In a culturally responsive supervision where cultural considerations are applied, multicultural issues are addressed, supervisees feel supported in exploring cultural issues, and there is an awareness of personal traits of supervisors and supervisees (Leong & Wagner, 1994). In a culturally unresponsive supervision, supervisors: may not have the appropriate training to engage in cultural discussions, may fear of unsuccessful communications and their impact on the supervisee or the supervisory working alliance (Schen & Greenlee, 2018), pay no attention to cultural differences in the supervisor-supervisee or supervisee-client relationships (Sue & Sue, 2003), or disregard diversity issues that impact the supervisor-supervisee relationship and is non-productive (Burkard, Johnson, Madson, Pruitt, Contreras-Tadych, Kozlowski, & Hess, 2006). As supervisees have no or very little direction in supervision about addressing ethnicity, race, and culture in therapy, negative client outcomes are a result (Estrada, Frame, & Williams, 2004; Jang, Bang, Byrd, & Smith, 2019). Academia Letters, August 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Veronika Basa, info@veronikabasa.com Citation: Basa, V. (2021). Multicultural Competence in Supervision within the Helping Profession. Academia Letters, Article 2964. https://doi.org/10.20935/AL2964. 3 The complexities of responsiveness to cultural differences in the supervisory relationships can be managed if supervisors acknowledge the cultural differences in the relationship, including the power differential inherent in the same (Ancis & Marshall, 2010), know supervisees’ cultural qualities (Sue & Sue, 2003), understand the power differential inherent in the supervision relationship (Bernard & Goodyear, 2004; Corey et al., 2010), are open and initiate discussions with supervisees regarding diversity (Constantine, 1997) and topics of race in the supervisory relationship (White-Davis, Stein, & Karasz, 2016). Cultural differences in a supervisory relationship may take the form of different cultural supervision dyads, such as: majority supervisor – minority supervisee (a male and White supervisor, a female and Latin American supervisee) or minority supervisor – majority supervisee (a female and Chinese supervisee, male White supervisor) (Ancis & Marshall, 2010; Constantine & Sue, 2007; Riley, 2004), or supervisor and supervisee are both from the minority population (Jernigan, Green, Helms, Perez-Gualdron, & Henze, 2010). Acknowledgment of Cultural Differences and the power differentials inherent in the same, leads to more meaningful working alliance with the supervisor, more satisfaction with the supervision experience (Inman, 2006; Corey et al., 2010), and positive outcomes for clients (Ancis & Marshall, 2010). Understanding the Power Differential inherent in supervisory relationships (Bernard & Goodyear, 2004; Gloria, Hird, & Tao, 2008; Cook, Mckibben, & Wind, 2018). is one of thesupervisors’ responsibilities to acknowledge (Estrada et al.,2004) together with cultural assumptions (Bernard & Goodyear, 2004; Corey et al., 2010), and diversity issues (Constantine, 2003) with cultural humility to help build and establish trust and safety in the supervisory relationship, and in turn encourage growth in both cultural and social differences (Hernandez & McDowell, 2010). Initiating discussions regarding diversity will improve the supervisory relationship (Constantine, 1997). As these discussions are difficult (Gloria, Hird, & Tao, 2008), it is best to have them early in the supervisory relationship (Hird, Cavalieri, Dulko, Felice, & Ho, 2001), in a natural way to help supervisees feel less threatened which in turn will help them be more willing to examine issues themselves (Lawless, Gale, & Bacigalupe, 2001). A supervisory process is more likely to be effective and satisfying if supervisees feel free and openly talk about multicultural issues, initiate and discuss diversity issues, race and biases, and address concerns of fears and expectations relating to this subject (Estrada et al., 2004; Ancis & Marshall, 2010; White-Davis et al., 2016). To improve the supervisee-client relationship, supervisees need support in: discussing their perceptions with clients, understanding how their own cultural experiences and biases can impact their work with clients (Ancis & Marshall, 2010), and recognizing their clients’ cultural perceptions. Supervisees’ approach to Academia Letters, August 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Veronika Basa, info@veronikabasa.com Citation: Basa, V. (2021). Multicultural Competence in Supervision within the Helping Profession. Academia Letters, Article 2964. https://doi.org/10.20935/AL2964. 4 the therapeutic relationship with their clients will depend on the supervisor’s method in initiating discussions on diversity when working with ethnic majority and minority supervisees and clients (Tummala-Narra, 2004), as supervisees parallel supervisors’ modelling (Zetzer, 2015) into their therapeutic process with their clients. For example, if supervisors confidently discuss cultural issues with their supervisees, supervisees will also confidently discuss cultural issues with their client as they. Barriers to multicultural supervision include the challenges involved in addressing multicultural issues with supervisees; the supervisor’s lack of training, an unawareness of their own predisposed perceptions and biases; and legal and ethical considerations (Burkard et al., 2006; Daniels, D’Andrea, & Kim, 1999). TRAINING OF SUPERVISORS Training of supervisors in multicultural supervision prepares supervisees to treat their clients and make decisions in a culturally sensitive and ethnical way (Kocet, 2006) and thus not only prevent misapplication of multicultural supervision but also group supervision conflict (Kaduvettoor, O’Shaughnessy, Mori, Beverly, Weatherford, & Ladany, 2009; Wong & Wong, 1999; Leong & Wagner, 1994). Supervisees’ training is completed only when diversity and culture issues are completely integrated in the supervision process (Constantine, 1997), including validation of supervisees’ intrapersonal experiences and ethnic and intrapersonal dimension of identity from their worldview (Fickling et al., 2019). This can be achieved through positive discussions of cultural concerns initiated by supervisors (Toporek, Ortega-Villalobos, & Pope-Davis, 2004) and openly discussing their own limitations in multicultural knowledge (Ancis & Marshall, 2010). Some of the MODELS used in supervisor training include: The dimensional models of 3 and 4 dimensions. The 3 by 3-dimensional model of Sue, Arrendondo, and McDavis’ (1992), emphasises the interactions between the dimensions of the therapist’ characteristics such as self-awareness, understanding how the client views the world, and appropriate treatment based on culture, and supervisees’ attitudes, beliefs, knowledge, and skill set. The 4-dimensional model of Bernard and Goodyear (2014) and their interactions, and include: intrapersonal identity (gender, race, age, etc.); interpersonal biases and prejudice (expectations and biases on one individual about another individual based on their group membership; interpersonal cultural identity and behaviour where cultural considerations deAcademia Letters, August 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Veronika Basa, info@veronikabasa.com Citation: Basa, V. (2021). Multicultural Competence in Supervision within the Helping Profession. Academia Letters, Article 2964. https://doi.org/10.20935/AL2964. 5 termine individuals’ social behaviours; and social/political dimension, which addresses how an individual experiences privilege or oppression given their group membership. Miville, Rosa, and Constantine, (2005) guidelines in multiculturism, in training for mental health administrators and educators. The developmentally specific supervision models such as the Synergistic Model of Multicultural Supervision (Ober et al., 2009); the latest model by Adams (2010), which addresses cross-cultural interactions by the use of an eclectic combination of postmodern psychoanalytic, social constructivist, and feminist perspectives; or the Developmental Model of Intercultural Sensitivity (DMIS) of Bennett’s 2004, which focuses on the relationship between attitudes towards cultural sensitivity and cultural competence. The models of Campinha-Bacote (2002) and Leask (2015), are directly related to the education and assessment of cultural competence. The multicultural integrated supervision model of Mitchell and Butler (2021), provides methods which supervisors, supervisees, and educators can use to elicit intense appreciation for culturally appropriate interactions and relationships. FUTURE RESEARCH While lots of literature can be found on multicultural competence of supervisors and supervisees, some areas in which further research is needed relate to how to: apply cross-cultural supervision competencies in specific settings such as substance abuse and determine how diversity issues are addressed by supervisors; address differences between field and university supervisors, and problematic supervisees’ behaviours that negatively affects clients and/or the profession; confront supervisors’ fears and when two issues occur at the same time (e.g. diversity issues and supervisees’ competency issues) (Foster & McAdams, 2009; Kaslow, Rubin, Forrest, Elman, Van Horne, Jacobs, Thorn, 2007; Forrest, Elman, Gizara, & VachaHaase, 1999); address: the ethical underpinnings of cultural competence (Donate-Bartfield & Lausten, 2002), the impact of cross-cultural difference on the supervisory relationship (Shupp, M. R., & Mattingly, R. S. (2017), the impact of minority supervisees’-in-training: assimilation to a dominant culture (Akkurt, Ng, & Kolbert, 2018), self-efficacy (Suh et al., 2018), and topics of race in the supervisory relationship (White-Davis, Stein, & Karasz, 2016), etc. CONCLUSION Multicultural competence is founded on understanding and respecting the different values and believes brought into the relationships by both clients and the helping professionals. As diverAcademia Letters, August 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Veronika Basa, info@veronikabasa.com Citation: Basa, V. (2021). Multicultural Competence in Supervision within the Helping Profession. Academia Letters, Article 2964. https://doi.org/10.20935/AL2964. 6 sity has a great impact on the supervision process, the need for the inclusion of multicultural supervision into supervisor training has increased (Leong & Wagner, 1994; Tohidian & Quek, 2017). 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