12/20/2016. Objectives. What is supervision? Providing Culturally Competent Supervision

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1 Providing Culturally Competent Supervision Michelle Evans DSW, LCSW, CADC December 15, 2016 Objectives Participant will be able to identify their preferred supervision model. Participant will be able to identify elements of culturally competent supervision models. Participant will be able to identify three adaptations in their practice to provide culturally competent supervision for individuals working with Hispanic and Latino individuals. What is supervision? According to the NASW Best Practice Supervision Standards (2013), professional supervision is defined as the relationship between supervisor and supervisee in which the responsibility and accountability for the development of competence, demeanor, and ethical practice take place. 1

2 What is Culture? The dynamic and active process of constructing shared meaning as represented by shared ideas, beliefs, attitudes, values, norms, practices, language, spirituality, and symbols with acknowledgment and consideration of positions of power, privilege, and oppression. (Vargas, Porter, and Falender, p. 122.) Cultural Competence Knowledge, skills, and attitudes in domains of therapist awareness of personal values and biases; understanding the worldview of individuals who are culturally different and culturally similar, with a focus on developing cultural intervention strategies and techniques appropriate to each situation. What does this look like in supervision? The powerful meta-concept of cultural humility is a valuable tool to incorporate a commitment to critical self reflection, self-evaluation, and self-critiquing, essential to multicultural awareness. Adopting a stance of cultural humility offers an approach to address and redress power dynamics and imbalances in client-therapist-supervisor dynamics, instilling humility in relationships with both clients and supervisees that are respectful of individual and community-contextual mores and practices. (Tervalon & Murray-Garcia, 1998.) 2

3 Challenges in Knowledge Lack of ongoing education for supervisees Supervisors with low awareness of cultural competence are less likely to bring up issues of cross cultural practice, which is magnified due to the power differential between supervisor and supervisee. Supervisees often have greater cultural competence and training than the supervisor (Gloria, Hird, & Tao, 2008.) Challenges in Skills Lack of integrated training and guidelines for multicultural practice and supervision is a deterrent to practice (Falender, Burnes, & Ellis, 2013.) There is a specific lack of discussion in supervision regarding cultural competence regarding LGBT, religion, spirituality, and social class. (Burkard, Knox, Hess & Schultz, 2009; Lyons et al., 2010; Crook-Lyon et al., 2012, Smith, 2009.) Supervisors frequently use theoretical models that are not resilience oriented. (Jernigan, Green, Helms, Perez-Gualdron & Henz, 2010.) Challenges in Attitudes Supervisors initiate discussion regarding ethnicity, sex, and sexual orientation with their supervisees only infrequently, leaving the initiation to supervisees. (Gatmon et al., 2001; Duan & Roehlke, 2001.) Supervisors often neglect to fully consider the impact of client, therapist, and supervisor factors on therapeutic and supervisory processes. Supervisors may be less likely to consider their own biases as impacting the client. (Falender, Shafranske & Falicov, 2014.) 3

4 Culturally competent supervision models Traditional Models of Supervision Practice theory as a model Alfred Kadushin Administrative Educational Supportive Administrative Administrative supervision is synonymous with management. It is the implementation of administrative methods that enable providers to provide effective services to clients. Administrative supervision is oriented toward agency policy or organizational demands and focuses on a supervisee s level of functioning on the job and work assignment. 4

5 Educational Educational supervision focuses on professional concerns and relates to specific cases. It helps supervisees better understand clinical philosophies, become more self-aware, and refine their knowledge and skills, and focuses on staff development and the training needs of a social worker to a particular caseload. Supportive Supportive supervision decreases job stress that interferes with work performance and provides the supervisee with nurturing conditions that compliment their success and encourage self-efficacy. Supportive supervision is underscored by a climate of safety and trust, where supervisees can develop their sense of professional identity. The combination of educational, administrative, and supportive supervision is necessary for the development of competent, ethical, and professional providers. 5

6 The Place of Culture in Supervision Position Universalist Particularist Ethnic Focused Multidimensional ecological comparative approach (MECA) Multicultural Supervision No Use No Use Cultural Literacy with separate course/lecture with specific content Integrates culture with all learning Distills diversity in basic systems parameters Generic comparative maps (Falicov, 2014) Perspectivism Perspectivism is a primary element of culturally competent supervision, and necessary to understand the dynamics of the supervision encounter. This is opposed to the modern idea of objectivism, which states that reality can be grasped through direct knowledge and experience. In other words, a therapist has an implicit standard in their mind which has been developed by his or her own cultural experiences MECA The Multidimensional, Ecological Comparative Approach allows the supervisor to acknowledge the universalist, particularist, and ethnic focused positions. It provides a meaningful way to integrate culture into these positions to allow for multiple and evolving cultural narratives. As an approach, it focuses on the client s ecological context, family life cycle, migration/acculturation, and family organization. 6

7 Clinician s cultural Maps Theory Supervisor s cultural Maps Personal Falicov, 2014 My Personal Ecological Profile Female From Northern Illinois Latina White Middle Class Social Worker Daughter of a Mexican Immigrant Mother of 2 sons, former foster parent Married to a white collar worker Masters degree Administrator/Supervisor/clinician My Theoretical Profile Human Development within a cultural context Clinical Social Work CBT, ACT, and Narrative Therapy within a cultural context Addictions/Sex offender therapist Macro level social justice and advocacy for oppressed populations 7

8 MECA Using a multidimensional, ecosystemic, comparative approach integrates culture into all elements of supervision. The therapist is encouraged by the supervisor to always view families in a comparative, sociocultural context. Only one do and don t: Do ask, and Don t assume. Cultural Expression There are eight areas where cultural is primarily expressed by all individuals, in both the supervisory relationship and between the therapist and client. Language, Persons, Metaphors, Content, Concepts, Goals, Methods, Context. (Bernal, & Saez-Santiago, 2010 Supervision Competencies - Knowledge Throughout supervision, attention should be given to the differences and similarities within the triad of clienttherapist-supervisor beliefs and values (individualism and collectivism, gender and generational hierarchies) This may include the supervisor providing resources in order to enhance the general knowledge bank of the supervisee. 8

9 Supervision Competencies - Skills The supervisor and supervisee practice self-examination by identifying their own ecological profile including their attitudes, preconceptions, and biases. This will involve contextualizing the differences by working to understand the socialization forces and perspective issues that have developed these attitudes. This will also involve applying these skills to understanding the supervisor/supervisee relationship. They will also preview interventions, narratives, and solutions that integrate culture and social location for the client s presenting problem. Supervision Competencies - Attitudes The supervisor and supervisee will identify the coexistence of conflicting meanings and metaphors, and will identify the supervisor, and supervisee maps to understand how to integrate the cultural dimensions and social justice concerns with the presenting issues. Integrating culturally competent viewpoints into supervision with individuals working with Hispanic and Latino Populations 9

10 Within Supervision Within the supervision model, there can be misunderstandings at multiple levels: Supervisor is race B Client is race A Supervisee is race A Supervisor is race A Client is race B Supervisee is race A Supervisor is race B Client is race B Supervisee is race A Supervisor is race A Client is race A Just a Note on Styles The supervisor and supervisee both have different styles, which are developed based on their communication style. Communication style is dependent on each individual s temperament, expectations and goals for the interaction, and their cultural norms of communication. When the supervisor and supervisee understand their style early in the process, productivity and satisfaction increases. Adaptation to Supervision Making it explicit that reflectivity and attention to diversity and multicultural factors are a supervisory and professional responsibility. Creating a safe environment by attention to the supervisory relationship and alliance by providing openness, genuineness, warmth, empathy,respect, and a collaborative, nonjudgmental stance. 10

11 Adaptation to Supervision Modeling reflectivity and cultural humility, including disclosing multicultural identities and challenges to multicultural competence; Valuing and respecting the supervisee s multicultural identities and perspectives; Considering with the supervisee the impacts of diversity and multicultural identities within the supervisory relationship; Adaptation to Supervision Presenting, discussing, and providing didactic material about the ways in which gender, class and ability (as well as other factors) contribute to relationships of privilege and oppression (Hernandez, 2008); Directing and supporting reflective activities, such as mindfulness, both in session and outside of sessions; Using self-assessment and inquiry tools to enhance reflection; Adaptation to Supervision Addressing barriers to multicultural competence by empathy based attention to sources of discomfort related to difference; Engaging in collaborative reflection and assessment of the effectiveness of supervisory activities aiming to support the development of multicultural competence and eliciting recommendations for improvement. 11

12 APPLICATION As a supervisor, we must: demonstrate cultural humility be aware of our knowledge of cultural competence be aware of the application of our skills in a culturally competent manner be aware of our attitudes impacting our communication and our supervision style in order to maximize our awareness of ethnicity and culture on our practice and on the therapeutic moment. Thank you! Michelle Evans DSW, LCSW, LSOTP, CADC mevans@cobraclinical.com 12