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Class Eight Notes

From Bernard & Goodyear:

- ALL Interactions are MULTICULTURAL.

- Supervisors lag behind supervisee in multicultural awareness and knowledge.

- Power and privilege are core to understanding multiculturalism. - it is not the difference that matters, it is the power and privilege assigned to that difference.

- Identity development seems to be key.

- The supervisor is key.

- Gender as a "sleeper" issue.

- Avoiding Stereotypes.

 

VISION MODEL (Garrett, Borders, Crutchfield, Torres-Rivera, Brotherton, & Curtis, (2001))

V - Values and Belief Systems - the match and/or mismatch between supervisee and supervisor values and beliefs (what is important to you?)

I - Internal and external stimuli - "What's going on and what options/alternative points of view do you perceive?" - supervisee interprets experiences both in therapy and in supervision. Focusing on the "here and now focus on racial/cultural issues."

S - Structuring - the structure of the process of supervision.

I - Interactional Style - preferred mode of communication. What are the supervisee's and supervisor's preferred style of communication?

O - Operational Strategies - The level of internationality of supervisor and supervisee in integrations culturally based strategies. What is the match of goals for supervision (supervisee/supervisor).

N - Needs - What does the supervisor need from the supervisee and what does the supervisee need from the supervisor? What does each person desire in terms of outcome? (e.g., direction versus nondirection, etc.).

 

Heuristic Model of Nonoppressive Interpersonal Development (Ancis & Ladany, 2001)

People belong to one of two groups based on specific factors but may belong to more than one group when considering multiple factors:

1. Socially Oppressed Group (SOG)
2. Socially Privileged Group (SPG)

Means of Interpersonal Functioning (MIF) - are thoughts and feelings about oneself and behaviors based in one's identification with a specific demographic variable. How one perceives oneself and interacts with others is a result of the interaction between environmental pressures and individual demographic characteristics. People can be a varying developmental levels when considering their developmental progression through their MIF for various demographic factors.

Four Stages of MIF:

1. Adaptation -
   1. complacency and apathy regarding and conformity to the socially oppressive environment (e.g., sexism will always exist);
   2. a superficial understanding of differences;
   3. stereotypes;
   4. minimal awareness of oppression;
   5. limited emotional awareness;
   6. primary defenses are denial and resistance;
   7. behaviors range from passive acceptance of oppression to active participation in oppressive behaviors;
   8. SOG idealize SPG;
   9. SPG members deny difference (aren't we all alike?)
   10. SPG denigration of SOG
   11. Impact on Supervision:
       1. more likely to minimize and dismiss trainees' expression of multicultural competence;
       2. refer to clients based on inaccurate stereotypes;
       3. become anxious if the topic of oppression is expressed in supervision;
       4. inaccurately perceive oneself as multiculturally competent;
       5. exhibit oppressive beliefs in front of SPG trainees;
       6. demonstrate limited integrative complexity when conceptualizing trainees and clients within a multicultural framework;
       7. Supervisors will specifically:
          1. Avoidance of multiculturalism in supervision and in therapy;
          2. minimization of empathy with SOP trainees with a higher MIF;
          3. difficulty enhancing MIF development in trainees;
          4. lack of comfort with multicultural issues
       8. Trainees will specifically:
          1. attend to multicultural issues in therapy or in supervision;
          2. do not consider multicultural variables beyond superficial mentioning in conceptualization;
          3. blame clients and ignore environmental influences;
          4. miss salient multicultural issues in treatment process.
2. Incongruence -
   1. people notice incongruence between previous beliefs about privilege and oppression;
   2. people become of increasingly aware of dissonance and incongruence;
   3. primary defense is minimization and rationalization;
   4. behavior may still foster passive oppressive interactions;
   5. usually triggered by an event that raises awareness;
   6. Supervisors will typically:
      1. avoid multicultural issues in supervision;
      2. solicit trainee collusion with their rationalizations about SOG members;
   7. Trainees will typically:
      1. may be somewhat aware of multicultural issues but will avoid processing them in supervision;
      2. indirect addressing of multicultural issues;
      3. multicultural issues are included in case conceptualization but are not integrated.
3. Exploration -
   1. active exploration of what it means to be a member of an SOP or SPG;
   2. anger may be a prominent emotion (anger is insightful);
   3. guilt and/or shame may also be motivating other emotions;
   4. individuals may consider their own role in perpetuating oppression;
   5. cultural immersion for SOG;
   6. SPG exploration of what it means to be an SPG - i.e., privilege;
   7. hypervigilence or hyperawareness of oppression;
   8. Supervisors will typically:
      1. attend to multicultural issues in supervision;
      2. actively engage supervisee in process of exploration and consideration;
      3. supervisor eagerness for insight may result in increased resistance in trainee;
      4. open to alternative conceptualization of clients
      5. may have an overemphasis on multicultural issues;
      6. may start exploration of trainee bias but not know how to deal with it;
   9. Trainees with typically:
      1. look to supervisor for guidance and be open to exploration of multicultural issues;
      2. may overemphasize multicultural issues;
      3. may have difficulty integrating issues in conceptualization;
      4. may generalize beliefs about one demographic factor to another factor.
4. Integration -
   1. multicultural integrity;
   2. integrative awareness;
   3. proficiency in the conceptualization of multiple demographic factors;
   4. have awareness of specific supervisory interventions

Supervisor trainee interactions:

1. Progressive - supervisor at a more advanced stage than trainee;
2. Parallel-advanced - supervisor and trainee are at similar stages (exploration or integration);
3. Parallel-delayed - supervisor and trainee are at similar stages (adaptation or incongruence);
4. Regressive - trainee more advanced than supervisor.

Supervisor Interventions:

For Adaptation Stage - create dissonance and move the trainee to incongruence stage;

For Incongruence Stage - facilitate multiple encounter-like events in order to move the trainee to the exploration stage (e.g., homework to attend a social function for an oppressed group)

For Exploration Stage - provide emotional support and provide strategies to move beyond guilt, shame, and anger; teach trainees to consider both individual and environmental factors in case conceptualization;

For Integration Stage - assist trainees in integrating multiple experiences (i.e., process skills); also help trainees in dealing with clients who are at different stages.