CLINICAL SUPERVISORS’ CONCEPTUALIZATION AND EVALUATION OF SUPERVISEE’S MULTICULTURAL COUNSELING COMPETENCE: AN EXPLORATORY STUDY

Abstract

This study explored how clinical supervisors in the mental health professions make meaning of their training experiences to conceptualize and evaluate their supervisee’s multicultural counseling competence (MCC) as a part of their ethical responsibility. A narrative inquiry was the framework used to examine this process. Psychologists, counselors, and social workers were selected from a criteria-based and purposeful sampling strategy. All participants identified valuing MCC and supervised pre-licensed trainees as a part of their duties. The researcher collected data using a semi-structured interview protocol to obtain empirical materials. The findings were analyzed using the Atlas.ti qualitative software. These findings indicate gaps in multicultural training across all disciplines, lack of guidance in developing multicultural counseling competence, and several important factors for conceptualization. Such factors included self-reflection of identities/worldviews/beliefs, cultural humility, and openness for learning. This study’s implications consist of: (a) a comprehensive multicultural course that provides more lived experiences of clients using intersectional identities to help students with conceptualization, (b) the intentionality of supervisors to bring up cultural factors with supervisees, and (c) exploration of supervisee’s awareness to improve therapeutic knowledge and skills.