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Clinical Supervision Handbook
and challenges the traditional notion of neutrality and normalizing the complexity
associated with diversity (Tummala-Narra, 2004). It is important for supervisors to
create a safe environment where such discussions can occur openly and without the
experience of shame. Such discussions can also highlight communication barriers that
may be rooted in cultural differences that need to be addressed (Garrett et al., 2001).
Encounters between clients, supervisees and supervisors from different cultures
involve a set of interconnected transference reactions (Tummala-Narra, 2004, p. 309).
These reactions may be based on individual characteristics as well as characteristics
associated with particular racial or cultural groups. In reflecting on transferential
responses it is important to critically reflect on one’s own assumptions and traditional
views. It is also important to consider the ways in which racial and cultural
identity shapes social and psychic realities and interpretations. Such a stance will
minimize avoidance and treatment of cultural issues as “extraneous” or “exotic”
(Tummala-Narra, 2004).
Lastly, it is important for supervisors to engage in ongoing education on multicultural
perspectives as they relate to psychopathology and therapy. Research indicates a
strong link between self-rated competence and the number of diverse clients seen by
the therapist, suggesting that treating diverse client groups is an important training
experience (Allison et al., 1996). It is also important for supervisors to seek out literature
and engage in discussions on race, culture and mental health. Such exploration
and reflection will assist the supervisor and the supervisee in understanding the
complexities of culture and its relationship to mental health and mental illness.
In summary, the rapidly changing demographics of clients require increased attention
to culture and the supervisory relationship. The tools for ensuring supervisees’ cultural
competence are within reach and require a commitment from each one of us as
clinicians and as supervisors. Cultural competence is a critical skill for both individual
and group supervision and can be developed through a variety of experiential
learning approaches. Integral to this process is reflection on such issues as power
dynamics, divergence of world views and stereotyping.
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