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What helps and what hinders in cross-cultural supervision : a critical incident study

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Title: What helps and what hinders in cross-cultural supervision : a critical incident study
Author: Wong, Lilian Chui Jan
Degree: Doctor of Philosophy - PhD
Program: Counselling Psychology
Copyright Date: 2000
Subject Keywords Cross-cultural counseling;Critical incident technique;Adjustment (Psychology);Psychotherapy
Issue Date: 2009-09-16
Series/Report no. UBC Retrospective Theses Digitization Project [http://www.library.ubc.ca/archives/retro_theses/]
Abstract: The present study investigated what helped and what hindered multicultural supervision. The participants consisted of 19 females, and 6 males, including Asian-Canadians, Indo- Canadians, First Nations, Latin-Canadian and Afro-Canadian. They were individually interviewed, following an expanded version of Flanagan's (1954) Critical Incident Technique. There were 340 relevant meaning units related to positive incidents and 386 meaning units related to negative incidents. Forty-two meaning units were associated with coping efforts, and 87 meaning units were on recommendations. Categories extracted from these meaning units were grouped as follows: (a) 20 positive categories, (b) 15 negative categories, (c) 15 coping categories, and (d) 33 recommendations. The reliability of classifying meaning units according to these categories was satisfactory, based on inter-judge agreement (80% and higher). The validity of content analysis was established by (a) confirmation by participants, (b) crossvalidation by other participants, (c) cross-validation by an independent judge, and (d) cross-validation by other researchers. The most frequently cited positive categories were subsumed under five key areas: (a) personal attributes of the supervisor, (b) supervision competencies, (c) mentoring, (d) relationship, and (e) multicultural supervision competencies. The most frequently reported negative categories were associated with the following five areas: (a) personal difficulties as a visible minority, (b) negative personal attributes of the supervisor, (c) lack of a safe and trusting relationship, (d) lack of multicultural supervision competencies, and (e) lack of supervision competencies. The coping efforts employed were grouped into four areas: (a) help seeking, (b) existential coping, (c) active coping, and (d) emotional coping. Finally, recommendations were also grouped into four broad areas: (a) needs to improve the quality of supervision, (b) needs to improve multicultural supervision competencies, (c) needs for educational institutions to make changes, and (d) needs for minority students to make changes. The study provided a comprehensive picture of what works and what does not work in multicultural supervision. The results support a mentoring model, which posits that supervision is effective to the extent that the supervisor takes on the role of a mentor. The practical implications of the study include the need for cross-cultural supervision competencies and mentoring graduate students.
Affiliation: Education, Faculty of
URI: http://hdl.handle.net/2429/12822
Scholarly Level: Graduate

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