“In all our training, where was this thing called supervision?” Clinical supervision in Kenya

ABSTRACT

Supervision is in its developmental stages in Kenya. Using a reflective thematic analysis, the authors explored counselors’ (n = 13) experiences and perceptions of supervision. Three key findings from the study were (a) the practice of supervision as less frequent, varied, and limited; (b) up here, and down there: the influence of culture and power in supervision; and (c) the role of the mental health movement in the development of supervision. We provide a background of counseling in Kenya followed by a brief context of supervision and its status in the country. Implications for supervision practice and research are discussed.

KEYWORDS:

• Mental health
• counseling
• clinical supervision
• Kenya

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was funded through Wheaton College- G. W. Aldeen Faculty Development Grant. At the time of this study, Andrea Yong was a Research Assistant in the School of Psychology, Counseling, and Family Therapy at Wheaton College.

Notes on contributors

Bellah N. Kiteki

Bellah N. Kiteki, PhD, LPC, NCC, holds a PhD in Counselor Education and Supervision from The University of North Carolina at Greensboro (UNCG). She is an assistant professor in the School of Psychology, Counseling, and Family Therapy at Wheaton College. Her research interests include African adolescent refugees and clinical supervision.

Andrea Yong

Andrea Yong, MA, was a research assistant in the School of Psychology, Counseling, and Family Therapy at Wheaton College.

Sotonye Natalie Hart

Sotonye Natalie Hart, MA, is a fifth-year psychology doctoral student in the School of Psychology, Counseling, and Family Therapy at Wheaton College.

Faith N. Onyambu

Faith N. Onyambu, MA, is a fifth-year psychology doctoral student in the School of Psychology, Counseling, and Family Therapy at Wheaton College.