CCPPP Internship Fair 2015

Transcription

1 Enhancing Supervision and Treatment Delivery Through CCPPP Internship Fair 2015 Cultural and Social Justice Competence Panel: Rozen Alex, Ph.D., C. Psych. Anusha Kassan, Ph.D., R. Psych. Dr. Marta Young, Ph.D., C. Psych. Brent Hayman-Abello, Ph.D., C. Psych. (Moderator) Canadian Psychological Association June 7, 2017 Pre-Convention Workshop

2 Multiple Layers of Supervision Directors of Training Work under other administrators and housed in particular settings Supervisors Coming from different philosophies of training and often play multiple roles Supervisees May be new to the supervisor role and typically in a position where they hold less power Clients Multiple contexts to consider (e.g., presenting concerns, multiple and intersecting cultural identities and social locations, communities they identify with, etc.)

3 Tripartite Conceptualization of (Multi)cultural Competence And More Awareness Knowledge Skills * Multicultural Relationship * Advocacy Social Justice Arthur and Collins (in press); Collins and Arthur (2010); Kassan and Sinacore (2016); Sue et al. (1992); Ratts et al. (2016); Sodowsky et al. (1994)

4 Supervisor (Multi)cultural Competence Supervisor multicultural self-awareness Awareness of one s attitudes, values, and beliefs and how they can impact the supervisory relationship as well as the conceptualization of client challenges Heuristic Model of Nonoppressive Interpersonal Development (HMNID) as a tool for supervisor awareness Supervisor multicultural knowledge Multicultural counselling competence Supervision theory that attends to multicultural issues Ethics related to multicultural supervision Supervisor multicultural skills The ability and confidence to use culturally relevant techniques and interventions (e.g., developing multicultural counselling relationship, discussing similarities and differences, etc.) * Ancis and Ladany (2010)

5 * Ancis and Ladany (2010) A Multicultural Framework for Counsellor Supervision: Heuristic Model of Nonoppressive Interpersonal Development (HMNID) Aims to explore the multiple and intersecting cultural identities and social locations of the supervisor, supervisee, and client. One way to understanding these demographics is to consider one s privilege and oppression: Socially Privilege Groups (SPG) Socially Oppressed Groups (SOG) Means of Interpersonal Functioning (MIF): Progression of thoughts, feelings, and behaviors in relation to each cultural identity and social location

6 HMNID Means of Interpersonal Functioning Adaptation Complacency and apathy toward socially oppressive environments, superficial understanding of differences among people, stereotypical views of various cultural groups, minimal awareness of oppressive situations, and limited emotional awareness. Incongruence Conscious incongruence where previous beliefs about oppression and privilege are dissonant with emerging awareness. Typically comes with conflict, confusion, and some awareness, yet no commitment to advocacy. * Ancis and Ladany (2010)

7 HMNID Means of Interpersonal Functioning Exploration Active exploration of what it means to be a member of a SOG and SPG. Anger and guilt can be particularly prominent as individuals recognizes the reality of their oppressive and/or privileged situations. Integration Multicultural integrity, integrative awareness, proficiency in associating with multiple SOG, recognition of oppression situations, and insight into oppression interactions. * Ancis and Ladany (2010)

8 HMNID Supervisor-Supervisee Interpersonal Dynamics Progressive Supervisor is advanced in relation to supervisee. Parallel-Advanced Supervisor and supervisee are comparably advanced. Parallel-Delayed Supervisor and supervisee are comparably delayed. Regressive Supervisee is advanced in relation to supervisor. * Ancis and Ladany (2010)

9 HMNID Domains of Supervisor (Multi)cultural Competence Domain A Supervisor-Focused Personal Development Domain B Supervisee-Focused Personal Development Domain C Conceptualization Domain D Skills / Interventions Domain E Process Domain F Outcome / Evaluation * There is a need to integrate social justice competence * * Ancis and Ladany (2010)

10 Supervisor Awareness Key Features of HMNID Cultural identities and social locations Socially Privilege Groups (SPG) Socially Oppressed Groups (SOG) Means of Interpersonal Functioning Adaptation Incongruence Exploration Integration Supervisor-Supervisee Interpersonal Dynamics Progressive Parallel-Advanced Parallel-Delayed Regressive Domains of Supervisor (Multi)cultural Competence Domain A Supervisor-Focused Personal Development Domain B Supervisee-Focused Personal Development Domain C Conceptualization Domain D Skills / Interventions Domain E Process Domain F Outcome / Evaluation * Ancis and Ladany (2010)

11 Means of Interpersonal Functioning Supervisors, Supervisees, Clients Adaptation Exploration Incongruence Integration

12 Type of Supervisory Relationship Supervisors, Supervisees Progressive Parallel- Advanced Parallel- Delayed Regressive

13 Supervisor Knowledge Multicultural counselling competence What is your preferred approach to cultural and social justice responsiveness? How does this approach fit with that of your supervisees and their clients? Supervision theory that attends to multicultural issues What is your preferred supervisory approach? (theory-based, interpersonal, developmental, combination?) What approach is best-suited to your supervisees, considering their emerging needs and clients? Ethics related to multicultural supervision What are the ethical issues at play? How do we attend to them in a culturally and socially responsive manner? * Ancis and Ladany (2010); Kassan (2017)

14 Supervisor Skills How confident / adept do you feel in implementing culturally and socially responsive skills in this scenario? What are ways that you can work on forming a multicultural supervision relationship with this supervisee? How will you broach the cultural similarities and differences between you and your supervisee? How will you help your supervisee broach cultural similarities and differences with the client? What is an exercise that you typically carry out with your supervisees that you may need to reconsider in this situation? * Ancis and Ladany (2010); Kassan (2017)

15 Supervisor Advocacy Supervisor: Outside of the supervisory relationship, what additional tasks or roles does the supervisor need to take on? Supervisee: Outside of the supervisory and client relationships, what additional tasks or roles does the supervisee need to take on? How do supervisors help them achieve these goals? Client: What are the advocacy needs of each of these clients? How do we ensure that we can provide those to them?