Multicultural competency is essential in the field of psychology and a major component of training involves multicultural supervision. Neglecting cultural issues may led to negative consequences in the development of the supervisor and supervisee relationship and in turn affect the work done with clients. Using a stratified random sample of 50 graduate students in APA accredited programs and internship sites, the researchers explored the specific supervisor behaviors and interventions that represent effective and poor multicultural supervision. This qualitative replication study incorporates Chu and Chwalisz’s (1999) critical incident questionnaire (CIQ) and a demographic questionnaire. The qualitative data was analyzed using Grounded Theory Method to create positive and negative categories of multicultural supervision experiences and associated processes and outcomes. Recommendations will be given for training and research purposes.

Researchers continue to emphasize the important role supervisors have in creating a safe space for supervisees to effectively navigate and engage in honest multicultural conversations while also addressing potential biases (e.g., Ancis & Marshall, 2010). However, much of the literature on multicultural supervision provides limited guidance on what characteristics define a safe space. The purpose of this study was to examine accounts of counseling psychology graduate students to learn about their understanding and definitions of safe space and brave space within multicultural supervision, using grounded theory methodology (Corbin & Strauss, 2015). Specifically, the purpose of the study was threefold: (a) to define what a safe space and a brave space is from supervisees’ perspective, (b) to determine if the concept of a safe space is viewed similarly or differently to a brave space, and (c) to identify specific behaviors and interventions that supervisors perform that make a supervisee feel they are in a safe or brave space. Results yielded a model characterized by three core dimensions that comprise safe and brave spaces including: (a) safety within the physical space, (b), definitions and use of brave and safe spaces, and (c) supervisor actions and behaviors. This study adds to the current multicultural supervision training scholarship by providing new perspectives on how supervisees in counseling psychology doctoral programs make sense of safe and brave spaces during multicultural supervision and what supervisors can do to create such spaces.

Thesis advisor: Janet E. Helms / Training racial/ethnic minorities, or people of Color (POC), to provide culturally competent mental health care has gained increasing significance in counselor education and applied psychology programs in the past 30 years. From a developmental perspective, race may be the most salient psychosocial lens through which POC trainees perceive and experience professional training; multicultural supervision might be the primary mode for developing their cultural competence. However, supervision may not sufficiently attend to POC trainees' race-related characteristics. To better understand the possible influence of POC trainees' racial psychosocial development and experiences of multicultural supervision on their competence in counseling clients of Color, the present study examined relationships among POC trainees' racial identity attitudes, perceptions of multicultural supervision, and self-reported multicultural counseling competencies. POC trainees (N = 203) from clinical, counseling, and school psychology programs, who had completed at least one semester of therapy supervision, completed a sociodemographic questionnaire, the People of Color Racial Identity Attitudes Scale (Helms, 2011), the Multicultural Supervision Competencies Questionnaire (Wong & Wong, 1999), and the Multicultural Counseling Inventory (Sodowsky et al., 1994). Canonical correlation and regression analyses were used to investigate relationships among the variables. The canonical correlation analyses revealed three statistically significant patterns: (a) "Competent Internalization," wherein trainees reported positive relationships between self-actualizing racial identity attitudes (i.e., Internalization) and multicultural counseling competencies; (b) "Racially Ambivalent Relationships" characterized trainees endorsing low levels of Dissonant and Immersion/Resistance racial identity and increased competence in managing racial/cultural dynamics in counseling relationships; and (c) "Supervision Incompetence," characterized by POC trainees rating supervisors' cultural competence and their own multicultural knowledge, awareness, and skills competencies as low. Two multiple regression analyses indicated that only Internalization racial identity attitudes uniquely contributed to predicting trainees' perceptions of supervisors' cultural competence. Results were discussed with respect to how supervisors might utilize Helms's (1995) racial identity theory in multicultural supervision to assess and promote racial identity development and enhanced multicultural counseling competencies. Methodological limitations of the study and implications for research and practice are discussed. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental, and Educational Psychology.

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This study examined the influence of multicultural training, multicultural discussions in supervision, and the supervisory working alliance on multicultural counseling competence. The sample consisted of 57 doctoral counseling interns, doctoral graduate students and post-doctoral students in counseling and clinical psychology. Participants completed several instruments including a demographic questionnaire, the Supervisory Working Alliance Inventory - Trainee, and the Multicultural Counseling Inventory. They filled out two questionnaires created for this study, one assessing multicultural discussions in supervision and another quantifying their multicultural training experience. Data analyses included multiple hierarchical regression, utilizing the Hayes PROCESS macro. Multicultural discussions in supervision moderated the relationship between the supervisory working alliance and multicultural counseling competence, but did not significantly moderate the relationship between multicultural training and multicultural counseling competence. Findings suggest that when multicultural discussions in supervision are positive, they significantly increases the strength of the relationship between good supervisory working alliance and multicultural counseling competence in psychology trainees. The findings may inform supervision practices and improve multicultural counseling competence in psychology graduate student trainees.

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