Literature Review: Cross-Cultural Supervision Techniques for Improved Communication

Cross-cultural supervision can be defined as a professional relationship where the supervisor and supervisee are racially and ethnically different (Fukuyama, 1994; Leong & Wagner, 1994). Racial and ethnic differences are shown to have an influential impact upon the supervisory relationship (Leong & Wagner). Supervisors have the responsibility to evaluate the cultural competency level of the novice counselor (Steward, Wright, Jackson, & Jo, 1998). According to Utsey and Gernat (2002), "counselors who are not fully cognizant of the ways in which they import racism into the counseling and supervision relationship may be unable to effectively meet the mental health needs of racially and ethnically diverse individuals" (p. 481). As a result, there is an increased necessity for multicultural issues to be addressed in the training and education of counselors (Garrett, Borders, Crutchfield, Torres-Rivera, Brotherton, & Curtis, 2001). Therefore, this literature review explores communication nuances, methods to improve communication, and ways to increase racial and ethnic understanding in the cross-cultural supervision dyad.

The idea of minimizing differences and addressing similarities, also known as the "myth of sameness," decreases one's understanding of cultural importance and the effect upon the supervisory relationship (Leong & Wagner, 1994; Priest, 1994). The concept of race refers to an individual's identification and commonalities with a particular racial group (Burkard, Ponterotto, Reynolds, & Alfonso, 1999). In addition, culture affects an individual's "perceptions of the world, communication styles, interpretations of experiences, selection of goals, and ways of working toward our chosen goals" (Garrett et al., 2001, p. 147-148). Cross-cultural supervision dyads can include minority supervisor-minority supervisee (racially and ethnically different), minority supervisor-majority supervisee, and majority supervisor-minority supervisee (Garrett et al.). The differences in cross-cultural supervision dyads may create awareness of communication style barriers (Garrett et al.; Leong, 1994).

The use of effective communication in the supervisory process is critical for information sharing between the "sender and receiver" (Garrett et al., 2001). Therefore, the supervisor must be aware that communication style may be culturally distinct (Priest, 1994). For example, communication characteristics such as voice tone, hand gestures, facial expressions, and the timing of when an individual may speak can vary (Fukuyama, 1994; Priest). Ineffective communication patterns within the supervisory relationship "can affect content, process, and outcomes for the supervisory process, thus leading to poor development of the supervisee as an effective counselor" (Garrett et al., p. 150).

The supervisor has the responsibility to remain culturally competent and address racial and ethnic issues that may present as barriers in the supervisory relationship. In order to do so, there are several techniques identified in the literature to strengthen cross-cultural supervision. First, the supervisor is to examine his or her own value and belief orientations in regards to culture (Garrett et al., 2001; Priest, 1994). Second, the supervisor should initiate discussion of multicultural issues during the supervisory sessions and maintain consistent communication for continued understanding (Fukuyama, 1994; Garrett et al.; Priest). Third, the supervisee's cultural values and beliefs as well as stereotypes and biases should be identified. Once such topics are identified, the supervisor and supervisee can explore how value orientation and defense mechanisms may impede the supervisory relationship (Burkard et al., 1999; Garrett et al.; Priest, 1994; Utsey & Gernat, 2002). Fourth, regarding communication characteristics, both the supervisor and supervisee should clarify verbal and nonverbal nuances that may help improve information sharing (Garrett et al.). The supervisor should then teach the supervisee how to transfer this knowledge to the therapeutic relationship. By incorporating these techniques, barriers in the cross-cultural supervisory relationship may decrease. In addition to methods that focus on self-exploration and communication styles, a supervisor's engagement in activity to increase one's multicultural knowledge base is also important.

The supervisor can increase his or her multicultural knowledge base through (a) obtaining training in multicultural counseling, (b) exploring cultural identity development models, (c) seeking further information about cultures and communication styles different from their own, (d) taping or video recording supervisory sessions for self-assessment, (e) participating in culturally relevant professional organizations, and (f) engaging in research to further explore cross-cultural dynamics in the supervisory process (Burkard et al., 1999; Fukuyama, 1994; Garrett et al., 2001; Leong, 1994; Priest, 1994; Steward et al.,1998; Utsey & Gernat, 2002).

In summary, the supervisor must be culturally competent in order to address racial and ethnic differences in the supervisory relationship. A dynamic that may present during supervision is communication style differences, which the supervisor is to address in order to promote the growth of the novice counselor. This barrier can be decreased through methods such as proactively discussing cross-cultural differences, exploring value orientation and biases of self and the supervisee, and identifying ways to reduce cultural biases. Through such exploration, the supervisor and supervisee can determine the impact of their cultural perceptions upon the content, process and results of the supervisory relationship (Garrett et al., 2001).

References

Burkard, A. W., Ponterotto, J. G., Reynolds, A. L., & Alfonso, V. C. (1999). White counselor trainees' racial identity and working alliance perceptions. Journal of Counseling & Development,77(3), 324-330. Retrieved January 25, 2007 from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=2213874&site=ehost-live

Fukuyama, M. A. (1994). Critical incidents in multicultural counseling supervision: A phenomenological approach to supervision research. Counselor Education and Supervision, 34(2), 142-451. Retrieved January 25, 2007 from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ495965&site=ehost-live

Garrett, M. T., Borders, L. D., Crutchfield, L. B., Torres-Rivera, E. Brotherton, D., & Curtis, R. (2001). Multicultural supervision: A paradigm of cultural responsiveness for supervisors. Journal of Multicultural Counseling and Development, 29(2), 147-158. Retrieved January 25, 2007 from http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2001-17143-004&site=ehost-live

Leong, F. T. L. & Wagner, N. S. (1994). Cross-cultural counseling supervision: What do we know? What do we need to know? Counselor Education and Supervision, 34(2), 117-131. Retrieved January 25, 2007 from http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1995-45292-001&site=ehost-live

Priest, R. (1994). Minority supervisor and majority supervisee: Another perspective of clinical reality. Counselor Education and Supervision, 34(2), 152-58. Retrieved January 25, 2007 from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ495966&site=ehost-live

Steward, R. J., Wright, D. J., Jackson, J. D., & Jo, H. I. (1998). The relationship between multicultural counseling training and the evaluation of culturally sensitive and culturally insensitive counselors. Journal of Multicultural Counseling and Development, 26(3), 205-217. Retrieved January 25, 2007 from http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1998-10041-006&site=ehost-live

Utsey, S. O. & Gernat, C. A. (2002). White racial identity attitudes and the ego defense mechanisms used by White counselor trainees in racially provocative counseling situations. Journal of Counseling & Development, 80(4), 475-483. Retrieved January 25, 2007 from http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2002-06940-016&site=ehost-live