Multicultural Supervision

MulticulturalSupervision

Dateof Submission:

MulticulturalSupervision

Multiculturaltraining is an institutional practice based on the several ideas,like liberty, integrity, impartiality, justice, and social dignity. Improved cultural consciousness and improved training of thecounselors may be dependent on the ability of clinical supervisors ofmolding their conduct (Berkel, Constantine, and Olson, 2007). It issignificant that various views, understanding, and skills beconsidered during psychotherapy, supervision, or execution of dutieswhenever different cultures are involved. It is clear thatspecialists, managers, and educators need to develop properunderstanding of multicultural communication skills hence, acquiringappropriate skills required when dealing with individuals fromdifferent races and cultures. For the helping career to be moremulticultural conversant, a heightened rigid concentration should bedirected towards multicultural communication skills in both learninginstitutions and working places. Multiculturalism achievementsrequire intense supervision that should emphasize on the importanceof being multicultural competent among various supervisees (Dresselet al., 2007). Undeniably, supervisors should have several traits andcharacteristics, like the desire to understand patients’ backgroundprior to attending them. This, in turn, plays an enormous role inmodeling successful culturally competent supervision.

SkillsPossessed by Supervisors

Bhatet al. (2007), asserted that a clinical supervisor should have theunderstanding of the past experiences, customs, feelings, principles,and universal perception of different racial groups. Usually, clientsseeking help from these professionals hail from diverse cultures andethnic backgrounds. Clients tend to think that the occurrence ofmulticultural assists in arriving at a broad range perspectivehence, necessitating the counselors and clinical supervisors toimprove their cultural perceptions. Usually, all people areinfluenced by values and beliefs of the culture that nurtured them(Bhat et al., 2007). If this belief is accepted and given the properconcentration, supervisors will find ways to reduce both individualand proficient bias and also assist in realizing the danger andpliability aspects that are integral amongst all cultural,indigenous, tribal, and socioeconomic groups.

Clinicalsupervisors, who are aware of multicultural differences can provideappropriate supervision services at any health care facility.Supervision skills require respecting cultural diversity andguaranteeing that everybody in the world is regarded within theframework of multicultural supervision. Such a guarantee assistsspecialists to cooperate with other professionals in various workplaces, allowing the technique to progress the general understandingand effectiveness of multiculturalism (Dressel et al., 2007). In thepast, Psychology was conventional and sustainable by the principlesand theories of the leading cultural societies all over the world.However, nowadays psychology needs the aspects of multiculturalism tosurvive in the diverse societies. Therefore, it is of immensesignificance that the supervisors gain skill advancement andknowledge of multicultural supervision. Also, it is vital for thesupervisors to appreciate that they play a significant role in thesupervisory relationships and settings.

Morality,in respects to multicultural competence, is vital when adopting astrong supervisory co-relation. In instances that supervisors may notbe aware of multiculturalism, they should take the inventiveness tosubstitute a more similar, shared correlation with the superviseeswho are more aware of multicultural counseling aspects (Dressel etal., 2009). Supervisors, who assume the strategy of telling theirsupervisees of their various controlling powers and identified limitson multicultural counseling aspects, act in agreement to improvedmoral standards. Also, it is vital for the supervisors to give thesupervisees opportunities to nurture their skills through exposingthem and interacting with people from different races and ethnicbackgrounds.

CulturalElement that may interfere with Supervisory Relationship

Thebasis of cultural incompetence can be traced back from theinstitutions, which the counselors may have gone through or even thecurrent organization they are working for or with. The changingdemographic constitution necessitates every professional to beculturally competent. Multiculturalism should be treated assupplementary rather than complementary of the larger section ofpsychological health exercise. According to Bhat et al. (2007)specialists, who lack an understanding of the different culturalorigins of their patients, deliver inadequate services to suchpatients. It is unfortunate that there is a probability that thepatients seeking for assistance, from skilled professional, may notacquire it due to the inadequate services.

Multiculturalismshould be employed as a helping tool to assist professionals achievestheir required obligations. Majorities of experts are uncertain orappear to panic on the issues of multiculturalism. However,multiculturalism does not need the total rejection of the ideas ofpathology, communal competency, and psychosocial alteration (Ladanyet al., 2005). The advance of multicultural expertise and awarenessis very helpful in the restructuring of advanced understanding andconfidence within the assisting rapport (Ober et al., 2009).Counselors who are aware and conversant with various cultures cancreate a strong bond between supervisees and clients.

Bhatet al. (2007) stated that there exist various types of cultures andsubcultures that affect understanding, sensitivity, attitude, andconduct of multiculturalism. The association with people from oneculture or other cultures familiarizes an individual with theexistence of various similarities and differences among suchcultures. In return, this understanding assists in the development ofskills. With such an understanding, a supervisor with supervisoryskills and knowledge of different cultures, find it easy to relatewith clients without unnecessary conflicts.

CompetenceSkills and Qualities

Flexibilityis one of the qualities of a multicultural competence supervisor ithelps supervisors to handle a large number of culturally diversejunior employees without any conflict. Berkel et al. (2007) assertedthat cultural flexibility assists in delivering proficiency and thehonesty among the specialists. In other words, flexibility plays anenormous role in re-structuring the assisting co-relation inculturally appropriate ways. Due to the nature of the work of thesupervisors, that is, performing of various duties when executingtheir role, they have to maintain the skill-flexibility-as well astry to impact it to their supervisees. Throughout the execution oftheir duties, supervisors have the chance to serve as trainers,advisors, supporters, or inspectors of their supervisees.

Competentmulticultural supervisors should have the ability of multitasking inan appropriate manner. Such supervisors must try and acquire therequired information about their supervisees, like their past,origin, and earlier life encounters. During the supervision, thesupervisor should train the supervisees in different areas, like onhow to be ethical when handling a multicultural aspect (Dressel etal., 2007). Also, they should assist supervisees in discovering waysof reducing language barriers between them and clients. Culturalconflicts are hard to avoid in a multicultural setting but with thehelp of multicultural competence supervisor they can be solvedamicably.

Criticalthinking is another quality of a multicultural director. In the caseof occurrence of disagreement, the supervisors are always on thefrontline to find a solution to the conflict. The supervisor shouldlead the supervisees to a solution that has the world perceptive aswell as incorporate the cultural aspects. Being critical thinkerswill enable them to offer a platform where the supervisees may raisetheir grievances whenever they occur. Such a platform though may notbe able to solve all problems, will help supervisor to get a platformto address issues (Dressel et al., 2007). A supervisor who is acritical thinkers will also reduce the chances of recurrence ofsimilar challenges because he can scrutinize any detail of theproblem hence arriving at the best amicable solution.

CulturalElement Interfering with Learning Supervisory Skills

Clinicalsupervisors are always the forerunners of the organization`s goalsand they are at times held accountable if these goals are notachieved. In fact, they are always held responsible if there isnegligence of multicultural competence among their juniors. Accordingto Ladany et al. (2005) supervisees sometimes show defiance whenbeing trained however, it is the duty of the supervisor to ensuremulticultural competence is instilled and followed by their trainees.The cause of such resistance should be investigated and thesupervisor and supervisees reason together on best the way forward.Therefore, in order to have multicultural competency supervisees, thecauses of resistance should be investigated and solved by bothparties. In addition, proper measures should be employed to avoidreoccurrence of such resistance in the future. Mostly, the resistancearises due to the perception that the supervisees are being persuadedto abandon their culture. Elimination of such suspicion can beeliminated through multicultural awareness (Ladany et al., 2005).

Eventually,practitioners have to realize that supervision as a practice shouldbe perceived as one of the elements used in helping superviseesacquire knowledge concerning multicultural competence. Dressel et al.(2007) stated that supervisors should take full responsibility oftraining supervisees on various issues of multiculturalism. Efficientmulticultural training will eventually result in an individualgrowth. However, with the recent changes occurring in the healthprofession, it is hard nowadays to assist all supervisees inacquiring multicultural competence. Despite this, self-effacement,concern, and critical thinking of supervisors offer the ground fortraining supervisees with minimal challenges.

Conclusion

Itis essential for experienced counselors to attend educationaltraining and other seminars that may add more knowledge on culturalcompetence required when helping clients. Integrating what isacquired through exercise is another significant action towards beingmulticultural competent (Dressel et al., 2007). Multicultural trainedcounselors are continually looking towards integrating themselves indifferent cultures and social settings. It is of immense significancethat supervisors and counselors respect all individuals regardless oftheir ethnic background to work and serve them in an effective andefficient manner. A qualified multicultural counselor will try hislevel best to acquire cultural knowledge hence, serving people fromdifferent cultures and races without encountering much challenges(Bhat et al., 2007). Undeniably, there exist some differences incertain aspects of culture that may pose a challenge towardsachieving proper multicultural supervision however, supervisorsshould ensure all supervisees are culturally competent to overcomethis challenge. Culturally-competent supervisees posses severalskills that are necessary in serving all individuals, from all overthe world. For example, such supervisees posses knowledge of variouscultures, races, and ethnic backgrounds of their clients. Such skillsare paramount towards achieving various aspects of multiculturalism.

References

Berkel,L. A., Constantine, M. G., &amp Olson, E. A. (2007). Supervisormulticultural competence: Addressing religious and spiritual issueswith counseling students in supervision.The Clinical Supervisor,26(1/2),3-15.&nbspdoi:10.1300/J001v26n01.02.

Bhat,C. S., &amp Davis, T. E. (2007). Counseling Supervisors` Assessmentof Race, Racial Identity, and Working Alliance in Supervisory Dyads.Journalof Multicultural Counseling and Development,35(2),80-91. Retrieved fromhttp://eds.a.ebscohost.com.mantis.csuchico.edu/ehost/pdfviewer/pdfviewer?sid=76a3ed88-d837-460d-abbe-01c2bb5998eb%40sessionmgr4003&ampvid=7&amphid=4103.

Dressel,J. L., Consoli, A. J., Kim, B. S. K., &amp Atkinson, D. R. (2007).Successful and Unsuccessful Multicultural Supervisory Behaviors: ADelphi poll. Journalof Multicultural Counseling and Development,35(1),51-64. Retrieved fromhttp://eds.a.ebscohost.com.masntis.csuchico.edu/ehost/pdfviewer/pdfviewer?sid=76a3ed88-d837-460d-abbe-01c2bb5998eb%40sessionmgr4003&ampvid=10&amphid=4103.

Ladany,N., Nelson, M. L, and Friedlander, M. L. (2005). HeighteningMulticultural Awareness: It Never about Political Correctness.In Critical events in psychotherapy supervision: An interpersonalapproach, 15(2),53-77. doi:10.1037/10958-003.

Ober,A. M., Granello, D. H., and Henfield, M. S. (2009). A SynergisticModel to Enhance Multicultural Competence in Supervision. CounselorEducation and Supervision,48(3),204-221. doi:&nbsp10.1002/j.1556-6978.2009.tb00075.x.