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Acknowledging Intersectional Identity in Supervision: The Multicultural Integrated Supervision Model

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Title: Acknowledging Intersectional Identity in Supervision: The Multicultural Integrated Supervision Model
Language: English
Authors: Mitchell, Michelle D., Butler, S. Kent
Source: Journal of Multicultural Counseling and Development. Apr 2021 49(2):101-115.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2021
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Supervision, Cultural Awareness, Ethics, Mental Health Workers, Social Justice, Models, Interpersonal Relationship
DOI: 10.1002/jmcd.12209
ISSN: 0883-8534
Abstract: Supervision is considered a critical component in the development of mental health professionals. Thus, to ensure ethical services are provided to clients, supervisors should integrate multicultural perspectives within supervision. Multicultural and social justice principles, although present in the literature, have not been successfully incorporated into previous process and developmental models as viable enhancers to practitioner growth. The multicultural integrated supervision model presented in this article provides supervisees, supervisors, and counselor educators with methods that elicit deeper appreciation for culturally appropriate relationships and interactions.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1291917
Database: ERIC
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  Value: <anid>AN0149664707;mcd01apr.21;2021Apr08.02:36;v2.2.500</anid> <title id="AN0149664707-1">Acknowledging Intersectional Identity in Supervision: The Multicultural Integrated Supervision Model </title> <p>Supervision is considered a critical component in the development of mental health professionals. Thus, to ensure ethical services are provided to clients, supervisors should integrate multicultural perspectives within supervision. Multicultural and social justice principles, although present in the literature, have not been successfully incorporated into previous process and developmental models as viable enhancers to practitioner growth. The multicultural integrated supervision model presented in this article provides supervisees, supervisors, and counselor educators with methods that elicit deeper appreciation for culturally appropriate relationships and interactions. La supervisión se considera un componente crítico de la capacitación de profesionales en la salud mental. Por lo tanto, para garantizar que se proporcionan servicios éticos a los clientes, los supervisores deberían integrar perspectivas multiculturales en la supervisión. Los principios multiculturales y de justicia social, aunque se encuentran en la literatura, no se han incorporado con éxito en los modelos anteriores de procesos y desarrollo como potenciadores viables del crecimiento profesional de los consejeros. El modelo de supervisión multicultural integrada que se presenta en este artículo proporciona a los supervisados, supervisores y educadores de consejeros unos métodos que suscitan una apreciación más profunda por las relaciones e interacciones culturalmente apropiadas.</p> <p>Keywords: supervision; multicultural supervision; counselor education; multicultural integrated supervision model; case study; supervisión; supervisión multicultural; educación de consejeros; modelo de supervisión multicultural integrada; estudio de caso</p> <p> <bold>S</bold>upervision is an important component of competency building that is designed to enhance the skills and development of early career counselors. In fact, supervision may be the signature andragogy of mental health professionals. Holloway and Neufeldt (1995) supported the importance of supervision, highlighting the ease of skill attainment when novice supervisees are properly engaged in the process. Conversely, scholars also have noted the difficulties in identifying client concerns and utilizing appropriate interventions for supervisees during the same developmental period. The expert feedback required to achieve advanced counseling skills suggests the need for supervision until a trainee is capable of assimilating principles governing timing, judgment, and appropriateness of technique delivery during therapeutic treatment. To this end, ongoing monitoring and training provided through appropriate supervision significantly influences learning (Holloway & Neufeldt).</p> <p>Moreover, it is important for supervisees to recognize when their viewpoint is shifted through their cultural perspective within supervision and during counseling. It is through this acknowledgment that supervisees can better inform their practice. In this article, we present a multicultural integrated supervision model (MISM) that is developmental by design and provides a sound approach to assisting counselors in acknowledging and using their cultural frame of reference in supervision. Within the MISM, supervisors and supervisees acknowledge and incorporate their multifaceted intersectional identities into the supervision process. The MISM, adapted from Stoltenberg et al.'s (1998) integrated developmental model (IDM), recognizes differing motivations, needs, and potential areas of resistance from counselors. Our purpose is to showcase the MISM as a viable supervision model that fully integrates traditional supervision methods with concepts from the Multicultural and Social Justice Counseling Competencies (MSJCC; Ratts et al., 2016). It should be noted that the MISM provides evidenced‐based concepts that apply to individual, triadic, and group supervision settings.</p> <hd id="AN0149664707-2">theoretical foundations</hd> <p>With its formulaic structure, the IDM (Stoltenberg et al., 1998) is the most widely known stage developmental supervision model (Bernard & Goodyear, 2014). Previous literature has highlighted the integration of the IDM within supervision of substance abuse counselors (Anderson, 2000), within supervision of counselors working with eating disorders (Boie & Lopez, 2011), and with an Adlerian approach (Bornsheuer‐Boswell et al., 2013). Although this not an exhaustive list, previous research findings have identified the utility of the IDM in addressing a multitude of presenting concerns in supervision.</p> <hd id="AN0149664707-3">IDM</hd> <p>The approach to supervision described by Stoltenberg et al. (1998) provided a foundation for constructing the MISM. The IDM comprises four stages of development that identify and conceptualize supervisee progress (Stoltenberg et al., 1998). The four stages of progress span from Level 1 through Level 3i (Level 3 integrated) and across multiple counseling domains (e.g., assessment techniques, theoretical orientation, treatment). Level 1 is characterized by the limited training and experience of the supervisee; Level 3i is identified by the supervisee's proficiency (i.e., reaching Level 3). The determination of supervisee progress is based on behavioral characteristics across eight IDM domains of professional growth: (a) intervention skills competence, (b) assessment techniques, (c) interpersonal assessment, (d) client conceptualization, (e) individual differences, (f) theoretical orientation, (g) treatment plans and goals, and (h) professional ethics (Stoltenberg & McNeill, 2010). It is through the identification of developmentally appropriate tasks and expectations within the aforementioned domains across the IDM stages that supervisors are able to conceptualize supervisee functioning.</p> <p>Supervisors use two intervention categories to assist supervisees in progressing through the developmental stages. <emph>Facilitative interventions</emph> are related to Carl Rogers's concepts of unconditional positive regard, empathy, and warmth (Loganbill et al., 1982). Therefore, the purpose of facilitative interventions is to establish a supervisory alliance. The supervisor‐supervisee relationship has been established by use of (a) cathartic, (b) catalytic, and (c) supportive techniques within supervision (Bernard & Goodyear, 2014; Stoltenberg et al., 1998). Thus, facilitative interventions aim to enhance autonomy among the supervisees within the supervision relationship. By contrast, <emph>authoritative interventions</emph> are designed to guide supervisees through the developmental stages by way of a directive stance within supervision. Through the establishment of a supervisory alliance, the supervisor can utilize (a) prescriptive, (b) informative, or (c) confrontive interventions (Bernard & Goodyear, 2014; Stoltenberg et al., 1998).</p> <p>Instruments such as the Supervisee Levels Questionnaire–Revised (SLQ‐R; McNeill et al., 1992) are available to use in assessing the developmental level of the supervisee. SLQ‐R scores yielded reliability coefficients ranging from.64 to.88 (McNeill et al., 1992), suggesting adequate internal consistency. More specifically, statistically significant differences were found among SLQ‐R scores germane to the number of practicum courses (<emph>r</emph> =.26, <emph>p</emph> =.001) and number of clients seen (<emph>r</emph> =.35, <emph>p</emph> =.001). Supervisees self‐reported greater counseling self‐efficacy as measured by the Counseling Self‐Estimate Inventory (Larson et al., 1992), and accordingly, students with increased knowledge and experience functioned on Level 2 of the IDM. These results affirm the IDM as a viable model in measuring supervisee growth (Leach et al., 1997) and support the inclusion and overall benefit of using the IDM within the present model's structure.</p> <hd id="AN0149664707-4">MSJCC</hd> <p>The MISM builds on the foundation of the IDM and draws from the MSJCC conceptual framework (Ratts et al., 2016). Expanding on the Multicultural Counseling Competencies (Sue et al., 1992), the MSJCC utilized a socioecological perspective grounded upon the seminal work of Bronfenbrenner's (1979) multilevel framework (Ratts et al., 2016). The MSJCC expanded upon the earlier competencies with an additional emphasis upon a marginalized‐privileged counselor‐client paradigm; the role of social justice; and the developmental domains of (a) self‐awareness, (b) client worldview, (c) the counseling relationship, and (d) counseling and advocacy interventions (Ratts et al., 2016). It is through the MSJCC's multilens perspective toward multiculturalism that the collection of identities is honored (Ratts et al., 2016).</p> <p>The interplay of power, privilege, and oppression is known to influence the therapeutic relationship dependent upon the counselor's and the client's privileged‐marginalized statuses (Ratts et al., 2016). Within the MSJCC context, <emph>privilege</emph> refers to individual identities with inherent power and societal advantage (e.g., male, heterosexual, White), whereas <emph>marginalized</emph> refers to identities that lack systemic advantages in society (e.g., female; lesbian, gay, bisexual, transgender, queer, plus other identities [LGBTQ+]; person of color; immigrant; Ratts et al., 2016). The supervisory alliance may involve similar dynamics; therefore, privileged and marginalized statuses may serve as beneficial concepts to discuss within supervision. Furthermore, in addressing the interpersonal dynamics, the supervisor may find it beneficial to utilize the <emph>parallel process,</emph> which has been described as "a phenomenon in which supervisees unconsciously present themselves to their supervisors as their clients have presented to them. The process reverses when the supervisee adopts attitudes and behaviors of the supervisor in relating to the client" (Friedlander et al., 1989, p. 149). Thus, the unpacking of interpersonal dynamics from the counseling and supervisory environments may be conducted to enhance the supervision process.</p> <p>Although the MSJCC are associated with limited empirical research, previous models of supervision have encompassed a multicultural approach (Field et al., 2010; Lassiter et al., 2008; Robinson et al., 2000). In addition, empirical research integrating the MSJCC within supervision has positively indicated enhanced supervisee self‐awareness and impact on work with clients (e.g., Akkurt et al., 2018; Soheilian et al., 2014). In fact, the incorporation of a multicultural approach within supervision has affirmed supervisee multicultural competence development (Chopra, 2013; Inman, 2006) and is a strong predictor of supervisee satisfaction in tandem with the working alliance (Crockett & Hays, 2015). Although the working alliance does not enhance supervisee counseling self‐efficacy (Crockett & Hays, 2015), both multicultural counseling self‐efficacy and supervisor multicultural competence do correlate with counseling self‐efficacy (Crockett & Hays, 2015; Sheu & Lent, 2007). Hence, the incorporation of a multicultural approach in supervision is likely to yield supervisee development of multicultural competence. Thus, a supervisor‐initiated discussion may foster culturally responsive counseling practices; otherwise, cultural discussions do not occur (Duan & Roehlke, 2001; Gatmon et al., 2001).</p> <p>It is through the combination of the IDM and MSJCC frameworks that we developed the MISM, as it is illustrated in Table 1. Through the MISM, supervisees explore varying cultural contexts and the intersection between those cultural perspectives to enhance the supervisory relationship and foster counseling skill development. Specific developmental markers are identified along the four levels to provide a framework of recommended supervisor interventions. Keep in mind, all counselors may not reach higher levels until extensive professional experience is obtained.</p> <p>1 TableMulticultural Integrated Supervision Model</p> <p> <ephtml> <table><thead><tr><th>Component</th><th>Level 1</th><th>Level 2</th><th>Level 3</th><th>Level 3i</th></tr></thead><tbody><tr><td>Supervisee presentation</td><td>High anxiety, desire for structure and support</td><td>Confusion, autonomy, and increased confidence</td><td>Insightful, confident, self‐aware</td><td>Insightful, confident, self‐aware</td></tr><tr><td>Supervisee developmental goals</td><td>Increase professional self‐awarenessDevelop basic counseling skillsDevelop basic understanding of the MSJCC and conceptsExplore possible theoretical orientations</td><td>Increase self‐other awarenessBuild upon counseling skillsSolidify theoretical orientation</td><td>Increase awareness of counter‐transferenceContinue solidifying theoretical orientationProvide psychoeducation on counseling advocacy</td><td>Increase awareness of counter‐transferenceContinue solidifying theoretical orientation</td></tr><tr><td>Role of supervisor</td><td>Primarily teacher</td><td>Primarily counselor</td><td>Counselor‐consultant</td><td>Primarily consultant</td></tr><tr><td>Supervisor duties</td><td>Provide support, structure, and informationIntroduce the MSJCCEvaluate basic counseling skills</td><td>Provide less structureExplore the MSJCC as they relate to interpersonal growthIntegrate the MSJCC in client conceptualization Evaluate</td><td>Tend to the needs of the superviseeProvide community resources for the supervisee</td><td>Tend to the needs of the superviseeProvide community resources for the supervisee</td></tr><tr><td>Supervisor interventions</td><td>Live observationModelingRole‐playPsychoeducationHomework</td><td>IPRSix Thinking Hats<xref ref-type="fn" rid="tfn2" />Minimal parallel processHomework</td><td>Active listeningAppropriate self‐disclosureCounseling advocacyParallel process</td><td>Active listeningAppropriate self‐disclosureParallel process</td></tr><tr><td>Multicultural social justice influence</td><td>Review of the MSJCCEmphasis on knowledge and skill development</td><td>Multicultural conceptualizationProcess versus content reflectionEmphasis on self‐other awareness (minimal parallel process)</td><td>Continual multicultural conceptualizationEmphasis on advocacy in counseling</td><td>Continual multicultural conceptualizationEmphasis on the integration of the MSJCC within clinical practice</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note</emph>. Levels 1 through 3i are the four stages of the integrated developmental model (Stoltenberg et al., 1998). MSJCC = Multicultural and Social Justice Counseling Competencies (Ratts et al., 2016); IPR = interpersonal process recall.</p> <p>2 a A parallel thinking structure by which supervision groups can organize discussion and thinking processes to enhance (a) collaboration among group members and (b) the efficiency of counseling case conceptualization.</p> <hd id="AN0149664707-5">MISM</hd> <p>The MISM is designed to provide supervisees with a deeper appreciation for multicultural perspectives, which are intended to impact supervisory and counseling relationships alike. The six tenets of the MISM suggest (a) all interactions are multicultural in nature and require consideration and/ or discussion, (b) the development of the supervisor‐supervisee relationship is paramount, (c) the parallel process is imperative as supervisees begin to integrate multiple counseling skills, (d) supervisee counseling and multicultural efficacy functions along a developmental continuum, (e) supervisees require structure and support to advance along the developmental framework, and (f) supervisee skills are assessed among eight domains of professional functioning. Although all six tenets are deemed equal in importance, the supervisory alliance is considered imperative to address at the beginning of supervision as it establishes the foundation upon which supervision will occur.</p> <hd id="AN0149664707-6">the supervisory alliance via multicultural perspectives</hd> <p>A strong supervisory alliance encourages increased feelings of satisfaction and counseling self‐efficacy among supervisees (Crockett & Hays, 2015). Therefore, the relationship between supervisor and supervisee is emphasized as a critical factor at the outset of supervision. This relationship can develop through discussion or an activity highlighting salient values, beliefs, and identities of both the supervisor and supervisee. Moreover, the privileged‐marginalized paradigm concerning the supervisor‐supervisee relationship should be reviewed to enhance the supervisory alliance. The relationship between supervisor and supervisee is important at the beginning of counseling skill development when supervisees can be anxious and self‐focused (Bernard & Goodyear, 2014; Stoltenberg, 1997). The supervisor uses catalytic interventions to help the supervisee build efficacy and reflect upon unexplored thoughts and ideas concerning self and others.</p> <hd id="AN0149664707-7">LEVEL 1</hd> <p> <emph>Supervisee characteristics</emph>. Individuals who are functioning on developmental Level 1 have limited experience within the domain that is being assessed (Bernard & Goodyear, 2014). Furthermore, high motivation and anxiety are displayed, which creates an environment of dependency upon the supervisor for structure (Bernard & Goodyear, 2014; Stoltenberg, 1997). As supervisees begin to explore counseling theory and use techniques in practice, an increased attentiveness toward skill attainment results in heightened self‐focus (Stoltenberg, 1997). Consequently, supervisees within developmental Level 1 often struggle with the ability to compartmentalize counseling behavior and disposition feedback with the evaluation of one's character.</p> <p> <emph>Supervisor interventions</emph>. During this developmental level, supervisors provide structure to address anxiety experienced by supervisees (Stoltenberg, 1997). Structure may be exhibited through a focus upon counseling techniques and theory, by observation (e.g., live, review), through role‐playing, or through activities within supervision. Since self‐focus and self‐awareness are not synonymous (Bernard & Goodyear, 2014), the supervisor assists the supervisee in enhancing their self‐other awareness. Therefore, it is imperative that the supervisor initiate the conversation regarding culture (Bernard & Goodyear, 2014); self‐other awareness may be initiated through an introduction of the MSJCC within the supervision environment.</p> <p>During initial supervision sessions, the concept of the parallel process will not be presented to supervisees because an emphasis on directive counseling skills is more imperative at this level (Borders & Brown, 2005). Therefore, supervisors may want to explore the parallel process in indirect, simple, and concrete ways. This may involve the exploration of the supervisee's feelings without an explicit discussion or an interpretation of the parallel process (Borders & Brown, 2005). In this way, supervisors facilitate meaningful discussions that compare supervisee and client cultures. For instance, a millennial generation supervisee with a client from the baby boomer generation may benefit from supervision surrounding worldviews and potential assumptions they possess based on age or other cultural differences. To initiate growth to the next developmental level, the supervisor transitions from using supportive, prescriptive, and informative interventions to providing supervisees with more reflective stances in supervision to engage in autonomous behaviors in the exploration of self and client conceptualization.</p> <hd id="AN0149664707-8">LEVEL 2</hd> <p> <emph>Supervisee characteristics</emph>. Furthermore, Level 2 is evident as the supervisee attends less to self‐focus and more to the client and their experiences (Bernard & Goodyear, 2014; Stoltenberg, 1997). Individuals who fit within developmental Level 2 have mastered most of the basic and attending skills in their work with clients (Stoltenberg, 1997). Despite functioning independently within some professional domains of counseling, supervisees at Level 2 often experience conflict between autonomy and dependency, similar to an adolescent (Bernard & Goodyear, 2014).</p> <p> <emph>Supervisor interventions</emph>. The exploration element of development Level 2 culminates in the major task of providing supervisees with a balance between structure and support within supervision (Stoltenberg, 1997). Too much or too little of either structure or support may be met with responses ranging from dependency to resistance within the supervisory relationship. Therefore, the supervisor provides supervisees with varying degrees of autonomy and challenge to foster independence and confidence from the supervisee (Stoltenberg, 1997). Empathy provides an emic approach during this developmental level. Multicultural supervision considers the worldview of the supervisee's cultural perspective (Bernard & Goodyear, 2014); hence, during Level 2, multiculturalism is emphasized to explore how cultural perspectives may influence the supervisory relationship, client conceptualization, and in‐session approaches. Practically speaking, this may include discussions or activities in which supervisees identify five salient cultural identities and process how such cultural identity may influence the supervisory relationship, client interactions, and/or decision‐making processes, especially as they relate to treatment delivery.</p> <p>Moreover, at Level 2, the supervisor may introduce the concept of the parallel process. Although the parallel process concept is not as appropriate with beginning‐level counselors (Borders & Brown, 2005), the supervisor may begin conceptualizing the complexities of the interpersonal dynamics in supervision. The parallel process may (a) involve a reflection of previous interactions and/or (b) be addressed in the here‐and‐how of supervision to explore how interpersonal dynamics parallel with the supervisees' counseling sessions (Bernard & Goodyear, 2014). An emphasis of multicultural dynamics is infused within this process to uncover how the intersection of multiple identities plays out in the supervisor‐supervisee and counselor‐client relationships. To further foster supervisee growth to the next developmental level, the supervisor uses catalytic, informative, and confrontive interventions to clarify rationale in clinical conceptualizations and therapeutic interventions.</p> <hd id="AN0149664707-9">LEVEL 3</hd> <p> <emph>Supervisee characteristics</emph>. When functioning within Level 3, supervisees will continue to grow and address challenges along the various professional domains (Stoltenberg, 1997). Because the supervisee has become more stable in the professional domains, the supervisor will avoid an overly structured environment. The increased stability and counseling efficacy during this time most often facilitates development and coincides with the supervisee's experiences among the professional domains. These clinical experiences are most often characteristic of supervisees practicing at the predoctoral internship level; however, they may continue beyond that level into professional practice (Stoltenberg, 1997). Supervisees at Level 3 are open to the concept of the parallel process as their personal exploration, their motivation toward becoming a counselor, and the implications of their motivations intersect with clinical interventions (Stoltenberg, 1997).</p> <p> <emph>Supervisor interventions</emph>. Because of the counseling skill development continuum, the supervisor attends to the maintenance of some professional domains and the improvement of others during this level (Stoltenberg, 1997). Therefore, the examination of the supervisee's multicultural case conceptualizations, progress notes, treatment plans, and diagnostic assessments remains an imperative aspect of the supervisory responsibility. Moreover, an open and supportive environment, whereby confrontation is not sidestepped, is maintained through the attentiveness of the supervisor at this level of development (Stoltenberg, 1997). The supervisor may introduce a multicultural competency assessment that assesses the supervisee's level of functioning with respect to clinical work with clients. Such assessments include the Cross‐Cultural Counseling Inventory–Revised (CCCI‐R; LaFromboise et al., 1991), the Multicultural Awareness Knowledge Skills Scale (MAKSS; D'Andrea et al., 1991), the Multicultural Counseling Inventory (MCI; Sodowsky et al., 1994), the Multicultural Counseling Awareness Scale–Form B [MCAS:B; Ponterotto et al., 2002], and the Multicultural Counseling Competence and Training Survey (MCCTS; Holcomb‐McCoy & Myers, 1999). Through such an exercise, supervisors may formulate targeted discussions on cultural identity status, treatment delivery, or other culture focused skill sets required to deliver culturally relevant service. Thus, various supervision interventions are utilized to sustain Level 3 status among professional functioning domains.</p> <hd id="AN0149664707-10">LEVEL 3i</hd> <p> <emph>Supervisee characteristics</emph>. Level 3i occurs when supervisees reach Level 3 supervisee characteristics across multiple professional domains (e.g., interpersonal assessment, theoretical orientation, professional ethics; Bernard & Goodyear, 2014). Furthermore, Level 3i supervisees integrate information across domains that results in a personalized approach to professional practice. In contrast, supervisees may exhibit an integrative level of development among some professional domains and not others. For this reason, Level 3i may be perceived as aspirational in the integration of the eight professional domains.</p> <p> <emph>Supervisor interventions</emph>. The supervisor continues to integrate various facilitative and authoritative interventions to empower supervisees to tend to the MSJCC and professional domains of counseling. To further develop Level 3i multicultural competency, supervisors may introduce an eco‐map activity that highlights the client's worldview, determines social support systems, and provides supervisees with opportunities for advocacy. The supervisor keeps in mind that supervisee development is phasic; therefore, supervisees may transition from one developmental level to the next dependent upon the client, presenting concern, and the professional domain being assessed.</p> <hd id="AN0149664707-11">EVALUATION AND REMEDIATION</hd> <p>To assess student development, the supervisor and supervisee should discuss goals at the beginning of the supervision relationship. Thus, goals are created through two means. First, the supervisee establishes a personal goal within supervision. Such goals may include, but are not limited to, the achievement of counseling skills, the utilization of multicultural competence, and the integration of theoretical orientations. Second, the supervisor and supervisee will collaborate on professional domain supervision goals. Periodically throughout the supervision journey, counseling skill developmental progression is assessed using the SLQ‐R (McNeill et al., 1992), and multicultural competence may also be measured through (a) the CCCI‐R (LaFromboise et al., 1991), (b) the MAKSS (D'Andrea et al., 1991), (c) the MCI (Sodowsky et al., 1994), (d) the MCAS:B (Ponterotto et al., 2002), or (e) the MCCTS (Holcomb‐McCoy & Myers, 1999). In the event that skill development expectations are unclear, or a supervisee has difficulty achieving established goals, the SLQ‐R may be useful for assessing the supervisee's level of development (McNeill et al., 1992). Similarly, the utilization of the abovementioned assessment tools provides a mechanism whereby supervisors may easily broach conversations with supervisees related to awareness and cultural competence. The supervisor provides the supervisee with feedback regarding counseling skill development based upon professional domains and MSJCC attainment. Clear evaluative expectations are designed to enhance the supervisory alliance through open communication.</p> <p>Furthermore, both formative and summative evaluations of the supervisee's counseling performance, application of knowledge, and ability to integrate client information are conducted as part of supervision as indicated by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) 2016 Standards (CACREP, 2016). The supervisor conducts assessments with intentionality to measure and facilitate supervisee progress throughout supervision. The evaluation of supervisee progress is based upon performance indicators within the eight core counseling areas (i.e., professional counseling orientation and ethical practice, social and cultural diversity, human growth and development, career development, counseling and helping relationships, group counseling and group work, assessment and testing, and research and program evaluation). Supervisee competence in the eight core counseling areas is assessed using various measures at key points in the supervision process (CACREP, 2016).</p> <hd id="AN0149664707-12">CASE ILLUSTRATION</hd> <p>The following fictional case study illustrates the application of the MISM:</p> <p>Sydney is a master's‐level clinical mental health student in internship being supervised by Laurie, a faculty supervisor at Sydney's university. Sydney identifies as a White man who is a member of the LGBTQ+ community. He also identifies as spiritual; however, he does not follow any religious theology. Laurie is a Latinx woman who was born and raised in Brazil prior to immigrating to the United States at the age of 14. Laurie identifies as a Christian and is an active member of her church community. As a professor, Laurie has been supervising for 3 years and follows the MISM. Laurie and Sydney have collaboratively established Sydney's supervision goals of developing basic proficiency in counseling skills with a foundational understanding of the MSJCC.</p> <p>In a supervision session, Sydney discusses his discomfort with a female client who he is seeing as an individual client. Sydney reports that he is struggling to establish a therapeutic relationship and to minimize the client's storytelling behaviors in session.</p> <p>Laurie used this supervision session to discuss the intersection of multicultural identities within counseling. Laurie presented an activity in which Sydney was instructed to think of his five most salient identities and to write them on a piece of paper. Afterward, both Laurie and Sydney shared their identity responses. Next, Laurie facilitated a discussion whereby Sydney explained briefly why he chose certain identities, and later, she processed with him how multicultural identity ultimately affected their supervisory interactions. Laurie then highlighted Sydney's salient identities as White, male, a member of the LGBTQ+ community, and a spiritual individual. She inquired how these identities affected his work with his client. Through discussion, Sydney identified his reluctance to use interrupting skills with his client as he did not want to intimidate his client because of his maleness. Sydney and Laurie then engaged in a discussion that allowed for him to further process how his identities affected supervision and clinical practice with clients. Afterward, Sydney was encouraged to use the same or a similar activity in his next clinical session with his client to discuss multicultural elements in their counseling relationship.</p> <p>In this scenario, Sydney is a Level 2 novice counselor; he lacked awareness and counseling self‐efficacy to navigate the dynamics occurring within the counseling session independently. Throughout the scenario, Laurie assumed the role of counselor to explore Sydney's discomfort with his client on the basis of the MSJCC. As a result, Sydney could identify a counseling skill he had underutilized because of in‐session dynamics. This balance of structure through the activity and support allowed Sydney autonomy commensurate with his developmental level. Conversely, if Sydney had been a Level 3 counselor, his supervision needs and goals would likely have been different. Specifically, Laurie might have tailored her supervisory approach to provide more autonomy by (a) facilitating a discussion on the parallel process or (b) instructing Sydney to complete a self‐report multicultural competency measure. After completion of such a measure, Laurie would have been able to modify her supervision interventions to meet Sydney's self‐reported developmental needs.</p> <hd id="AN0149664707-13">discussion</hd> <p>In summary, we designed the MISM to emphasize the intersection of values, beliefs, and identities to enhance the supervisory alliance. The model incorporates the IDM (Stoltenberg, 1997; Stoltenberg & McNeill, 2010) and the MSJCC (Ratts et al., 2016) as theoretical foundations. It is through the MSJCC and the supervisory alliance that supervisors enhance supervisee satisfaction (Crockett & Hays, 2015); the IDM addresses supervisee counseling self‐efficacy through structure, interventions, and evaluative instruments (McNeill et al., 1992; Stoltenberg, 1997; Stoltenberg & McNeill, 2010).</p> <p>Furthermore, use of the MISM is consistent with the multicultural approach to counselor development articulated in the CACREP (2016) Standards and the <emph>ACA Code of Ethics</emph> (American Counseling Association, 2014). In addition, the systematic progression of the MISM levels allow for supervisees to further enhance the facilitation of the MSJCC and overall counseling skill sets. Although other multicultural supervision models exist (e.g., Garrett et al., 2001; Peters, 2017), the MISM's structure may uniquely enrich counselor development considering how ongoing feedback and the exploration of client‐counselor dynamics is known to affect counselor effectiveness (Soheilian et al., 2014).</p> <hd id="AN0149664707-14">LIMITATIONS</hd> <p>Although the MISM provides a new perspective by emphasizing multiculturalism within supervision, it has limitations. Supervisor introspection is imperative to provide adequate multiculturally informed supervision (Bernard & Goodyear, 2014); therefore, familiarity and openness in discussing multicultural concepts is required. In addition, limited research is available evaluating the attainment of multicultural counseling competence in practice (Ratts et al., 2016); therefore, assessment of MSJCC attainment is influenced by the supervisor's subjective perspective. Lastly, focus upon the parallel process and supervision may stunt developmental growth if ongoing attention is given to the concepts (Bernard & Goodyear, 2014; McNeill & Worthen, 1989). Hence, supervision experience may be required to navigate the timing of interventions to enhance their effectiveness (Bernard & Goodyear, 2014).</p> <hd id="AN0149664707-15">IMPLICATIONS FOR SUPERVISORS AND COUNSELOR EDUCATORS</hd> <p>The MISM has implications for both counselor educators and supervisors. The model provides a transition of multicultural competence from the classroom into counseling practice. By way of the MISM, supervisors can assist in delivering a continuity of concepts through practicum, internship, and professional practice among supervisees. Further empirical research may enhance the MISM and contribute to multicultural literature in the counseling field. Last, the development of an evaluative instrument that emphasizes the MSJCC would serve to validate the MISM and contribute to the literature through empirical research.</p> <hd id="AN0149664707-16">conclusion</hd> <p>The MISM allows supervisors to provide developmentally structured supervision with an emphasis on the MSJCC. Thus, the MISM was created to address the dimensions of cultural identities and perspectives to provide a comprehensive approach from a supervision model. It has been suggested that multicultural supervision is an important variable for future research (Inman, 2006). However, limited models exist to emphasize the MSJCC in supervision practice; hence, we developed the MISM. As with most conceptual models, limited empirical research exists in the field of counseling to validate the guidelines presented. However, one should note that the MSJCC are considered relatively new to the field of counseling. 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  Data: Supervision is considered a critical component in the development of mental health professionals. Thus, to ensure ethical services are provided to clients, supervisors should integrate multicultural perspectives within supervision. Multicultural and social justice principles, although present in the literature, have not been successfully incorporated into previous process and developmental models as viable enhancers to practitioner growth. The multicultural integrated supervision model presented in this article provides supervisees, supervisors, and counselor educators with methods that elicit deeper appreciation for culturally appropriate relationships and interactions.
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