SDPA Event - Multicultural Clinical Supervision Workshop

This workshop introduces the most current best practices, research, and guidelines for multicultural clinical supervision within the frame of cultural humility and competency-based clinical supervision. Participants will learn the complexity of the multiple components of supervisor competence and multicultural worldviews in clinical supervision. There will be an emphasis on strategies to enhance supervision, including multicultural identities and worldviews in the context of establishing the supervisory relationship, monitoring that relationship for strains and ruptures, and in all supervisory interactions. In addition, there will be a review of ways to prevent incidents of inappropriate and inadequate supervision, which research has identified is occurring at high rates. Examples of inadequate and harmful supervision include aggressive and abusive supervisor behavior, high conflict, supervisor failure to listen to or respect supervisee, and failure to provide informed consent as well as sexual overtures or behavior by the supervisor. Should supervisees not be culturally humble, or should they microaggress, the supervisor needs to identify instances, provide training materials (i.e., literature), modeling, and discussion of the critical nature of cultural humility as an essential for successful completion of the training sequence ensuring safety and respect for the client to ensure adequate treatment.  There will be a discussion as to why the supervision contract is essential to ensure excellent practice, as is goal and task setting, ongoing anchored feedback, attention to relationship and outcomes, the impact of trauma and emerging models of trauma-informed supervision, and the management of countertransference and emotional reactivity. These are all essential to enhance supervisor competence in self-awareness and support self-sustainability as well as attending to supervisee self-care. There will be a discussion of proactive approaches to address ethical practice and legal risk. Instructional methods include roleplays, modeling, and experiential exercises. For example, one experiential exercise involves reviewing clips of a supervisee’s therapy session and addressing how critical feedback can be given without creating a parallel process of emotional arousal and negative affect.  The presenter always begins the seminar modeling self-disclosure

LEARNING OBJECTIVES:

• Describe three aspects of cultural humility in clinical supervision practice
• Discuss two essential components of supervisory relationship formation.
• Identify two steps a supervisor may take to address supervisee response to trauma in trauma-informed supervision
• List three aspects essential to addressing identification and repair of supervisory strains or ruptures
• Describe how to address supervisee reactivity or countertransference
• Identify four types of feedback addressing supervisee performance

Carol Falender, Ph.D. is co-author of Supervision Essentials for the Practice of Competency-Based Supervision; Clinical Supervision: A Competency-based Approach (APA, 2004); and Getting the Most Out of Clinical Supervision:  A Guide for Interns and Trainees (APA, 2012) with Edward Shafranske; co-editor of Casebook for Supervision: A Competency-based Approach (APA, 2008) with Edward Shafranski, and Multiculturalism and Diversity in Clinical Supervision: A Competency-based Approach (2014) with Edward Shafranske and Celia Falicov. She was a member of the Supervision Guidelines Group of the Association of State and Provincial Psychology Boards (ASPPB) and Chair of the Supervision Guidelines Task Force of the Board of Educational Affairs (BEA) of APA.  Dr. Falender has authored numerous articles on supervision and has conducted workshops across the United States, Canada, and internationally on the topics of clinical supervision, strength-based clinical supervision, ethics of supervision and competency-based supervision. She directed American Psychological Association (APA) approved internship programs at child and family guidance clinics for over twenty years. Dr. Falender is a Fellow of the American Psychological Association (APA), a past- President of Division 37, Society for Child and Family Policy and Practice (APA). Past-Chair of California Psychological Association (CPA) Division II, Education and Training, Co-Chair of the Los Angeles County Psychological Association Ethics Committee, Chair of the CPA Continuing Education Committee, and past Co-Chair of the Supervision and Training Section of Division 17 of APA.  She is an Adjunct Professor at Pepperdine University, and Clinical Professor in the UCLA Department of Psychology.

Conflicts of Interest: 

Dr. Falender receives royalties from the American Psychological Association for books she has written with her co-authors.

Target audience:

Licensed Psychologists, Psychology Graduate Students, Allied Mental Health Professionals