![Sample our Health and Social Care journals, sign in here to start your FREE access for 14 days]({"type":"image" , "src" : "/sda/5938/TOC-Subject-Sample-2021-Health-Social-Care.jpg"})
ABSTRACT
Clinical supervision can support supervisee cultural development through the relationship and preparation for counseling practice. Supervisor modeling of cultural conversations can aid in this development. Using dyadic data to examine how multicultural orientation (MCO) functions in supervision, we found supervisor cultural humility and missed opportunities to discuss culture both predicted the supervisory working alliance. Diverging from research on MCO in counseling, supervisee growth in ethnocultural empathy and cultural behaviors was not traceable to supervisor cultural humility. Finally, a test of correspondence between supervisor and supervisee assessments of cultural behaviors supported critiques that self-ratings contain biases, particularly for novice counselors.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Kelly M. King
Kelly M. King, PhD, LCMHCA, NCC, is an Assistant Professor at North Carolina Central University (NCCU) in Durham, North Carolina. Kelly’s research centers on culturally responsive counseling skills and activities that spur the development of multiculturally- and advocacy-oriented counselors. To date, she has primarily contributed to the literatures on broaching and cultural immersion. Kelly continues to provide counseling services in her community and is a Chapter Faculty Advisor for NCCU’s Nu Chi Chi chapter of Chi Sigma Iota. Kelly also serves on the editorial board for Counseling and Values.
L. DiAnne Borders
L. DiAnne Borders, PhD, LCMHC, ACS, is the Burlington Industries Excellence Professor in the counseling program at The University of North Carolina at Greensboro, where she teaches clinical supervision and supervises doctoral students’ clinical supervision internships. She has published extensively on supervision education and pedagogy, including studies of novice supervisors (e.g., in-session cognitions, challenges giving constructive feedback) as well as comparisons of individual, triadic, and group supervision modalities. She has chaired several professional taskforces (e.g., evidence-based supervision best practices) and received recognitions for her supervision research, advocacy, and mentoring. She currently serves as Editor of The Clinical Supervisor.
Connie T. Jones
Connie T. Jones, PhD, LCMHCA, LCAS, NCC, ACS, holds a PhD in Counselor Education and Supervision from Virginia Tech. She is an assistant professor at The University of North Carolina at Greensboro (UNCG) and has a background in clinical mental health. Her areas of research and teaching interest include addictions, multiculturalism, and social justice. Dr. Jones also has a particular interest in the concept of broaching and has published on the topic and continues to research this concept. She also has many years of experience as a clinical supervisor for clinical mental health and school counselors in training.