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Foreign-born doctoral-level counselor supervisors' use and experience of supervision theories/models

Sano, Keiko
http://orcid.org/0000-0002-5745-2556
http://rave.ohiolink.edu/etdc/view?acc_num=antioch1578356496063461

Abstract Details

2019, Ph.D., Antioch University, Antioch Seattle: Counselor Education & Supervision.
Learning about supervision theories/models is part of counselor educator and supervisor training; however, the number of available empirical studies exploring supervisors’ use of supervision theories/models is limited. Diversity and globalization in the field of counseling and doctoral students in the counselor education and supervision program have been increased in the last two decades; however, multicultural issues in supervision literature often focus on the supervisors’ multicultural competency by assuming that supervisors are white Americans and supervisees are foreign-born or from diverse background. The present study was designed to fill gaps in the current literature by focusing on foreign-born racially/ethnically diverse doctoral-level supervisors’ experience in clinical supervision in order to assess the cultural sensitivity of available supervision theories/models. The present study was conducted to answer two research questions: (a) How do foreign-born supervisors use supervision theories/models with their white American-born supervisees? and (b) What do those foreign-born supervisors experience in supervision? A qualitative constructivist grounded theory methodology was utilized, and data were collected in two levels: an initial written survey to construct interview questions (N = 30) and individual semi-structured interviews (N = 12). The results suggested three significant findings in the foreign-born supervisors’ use of supervision theories/models and experiences. First, foreign-born supervisors take the supervisee-centered approach regardless of their supervision theories. Second, supervision theories/models offer a framework to facilitate supervision sessions, tools to build supervisory relationships, and roles to fill cultural gaps in supervision. Third, foreign-born supervisors use their supervisees’ perspectives toward themselves to evaluate the quality of the supervisor relationship, effectiveness of the supervision theories/models, and their competency as a supervisor. Implications for supervision training and development of culturally sensitive supervision theories/models, recommendations for future research, and this researcher’s biases in studying foreign-born supervisors were discussed.
Ned Farley, PhD (Committee Chair)
Colin Ward, PhD (Committee Member)
Mariaimeé Gonzalez, PhD (Committee Member)
172 p.
Counseling Education
foreign-born supervisors; cross-cultural supervision; multicultural supervision; culturally sensitive supervision theories and models; supervisors experience; supervision process; minority supervisors; constructivist grounded theory

Recommended Citations

Citations

  • Sano, K. (2019). Foreign-born doctoral-level counselor supervisors' use and experience of supervision theories/models [Doctoral dissertation, Antioch University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1578356496063461

    APA Style (7th edition)

  • Sano, Keiko. Foreign-born doctoral-level counselor supervisors' use and experience of supervision theories/models. 2019. Antioch University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=antioch1578356496063461.

    MLA Style (8th edition)

  • Sano, Keiko. "Foreign-born doctoral-level counselor supervisors' use and experience of supervision theories/models." Doctoral dissertation, Antioch University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1578356496063461

    Chicago Manual of Style (17th edition)

antioch1578356496063461
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© 2019, all rights reserved.
This open access ETD is published by Antioch University and OhioLINK.