IJSP Number 4, 2022

16 5.4. Addressing the Supervision Power Differential Three sub-themes (methods) emerged from the data regarding helpful ways to address the power differential in supervision. These included: (1) supervisor ’ s acknowledgement of the power differential, (2) inviting the supervisee ’ s clinical input and feedback, and (3) supervisor ’ s power-reducing self-disclosures. All of our international supervisees reported that, when their supervisors openly brought the topic of the power differential (e.g., acknowledgement of the evaluation power) into supervision and provided a space for discussion, it greatly mitigated its negative influence. Further, international supervisees reported that the supervisor “allowed me to teach supervisor about my culture ” (#7), which not only indicated supervisor ’ s awareness of the power differential but also created a new dynamic in the supervisory relationship. Similarly, some supervisees ( n = 3) reported that their supervisors trusted the supervisee ’ s clinical judgements and were receptive toward supervisee ’ s clinical feedback, both of which were reported as helpful in addressing power differential issues. Finally, supervisor self-disclosure was identified by our supervisees as another important factor in reducing the power differential ( n = 4). For instance, supervisees (#4, #5) appreciated an experience in which the supervisor shared their own struggles when they were trainee. Further, some international supervisees also reported that the supervisor ’ s showing emotional vulnerability in supervision and self-disclosure of personal feelings had helped to reduce the power differential. 6. Discussion Through qualitative inquiries, findings of this study highlighted the challenges, rewards, and many other nuances experienced by international trainees in supervision. The findings help to increase our understanding about supervising international trainees from a cross-cultural, bilateral perspective. For clinical supervisors and training programs, the themes and concrete supervisory strategies derived from the narratives of international supervisees can generate specific guidelines for providing effective clinical supervision to international students. Pettifor et al. [17, p. 202] recently said this: “Never before in history have supervisors and supervisees come from so many different cultures with different worldviews…” ; their words ring even more loudly true today. Based on what the data suggest about working and working well with international students, we offer three suggestions that are observed across multiple themes from our data to clinical supervisors and training programs. 6.1. Cultivating Connection Over a decade ago, Hess et al. [44, p. 164] stated that “the relationship, the relationship, the relationship . . . is everything in supervision . . . ” . That statement, while originally written about supervision generally, appears particularly apropos here. Our international supervisees, in describing positive supervision relationships, often used such descriptors as supportive, facilitative, empathic, respectful, encouraging, and committed; conversely, in describing negative supervision