Psychology trainee and supervisor perspectives of multicultural supervision

The development and dissemination of multicultural competence in the field of clinical psychology is garnering increased attention. Providing multicultural supervision enhances multicultural competence and benefits the supervisor, supervisee, and client. However, there is little research on how multicultural supervision is provided and how it could be improved. The purpose of this study was to evaluate multicultural supervision and identity-related harassment within two cohorts of interns (N = 18) and 40 psychology supervisors from a large New England Veterans affairs (VA) Healthcare System. Response rates were 72.2% for trainees and 42.5% for supervisors. Respondents indicated there is significant variability across supervisors in the types and frequency of supervision techniques used. Trainees identified behaviors they would like supervisors to offer more; the most common were "discussion of client's cultural or ethnic background as it relates to clinical presentation or client perspective of challenges" and "discuss how aspects of diversity, power, privilege could influence the therapy relationship." Supervisors also indicated what behaviors they would like to offer more, with the most common being "provide examples of conceptualization or theory that directly incorporate identity" and "provide time/opportunity in supervision for my own self-reflection and examination." A majority of trainees and supervisors (76.9% and 68.8%, respectively) reported experiencing harassment based on an aspect of their identity, most commonly originating from clients. We discuss recommendations for improving multicultural supervision and addressing harassment. (PsycInfo Database Record (c) 2023 APA, all rights reserved).