IJSP Number 4, 2022

19 the supreme significance of cultivating connection, included the following: being invitational and open, flexible and humble, acknowledging mistakes and repairing ruptures, having genuine care and commitment, and being supportive, encouraging, and validating. These actions/conditions seemingly served mediating purpose, paving the way for “culture talk” (i.e., the intentional centring of culture in supervisory dialogue and repeated discussions of its triadic ramifications; supervisor ↔ supervisee/ therapist ↔ client). But it also seems equally important to emphasize that, in further reflecting on these qualitative responses, culture talk may also serve a media purpose. The practical reality of making culture matter might best be captured as follows: The supervisory relationship and culture talk are inextricably intertwined, most likely complementary, synergistic, and potentiating; each critical component of the equation enhances and energizes the other. As a supervisor, how can I best bring relationship and culture talk together so as to maximize learning in the supervisory dyad and across the supervisory triad? In supervising international students, we believe that always holding that question in mind and striving to find meaningful answer will forever provide a fruitful point of orientation for supervision going forward. 6.4. Limitations and Future Directions A limitation of the study is that it did not focus on the possible influences of other salient cultural factors, such as gender, social class, religion, and the geographical location. Future studies may examine the possible intersectionality of these cultural factors on the perceptions of successful supervision. Further research should dedicate more attention to international doctoral trainees from other regions (e.g., Africa, South America, and the Caribbean) and black international doctoral trainees. In addition, researchers may also explore how the match between the supervisor and supervisee on some of the salient demographic variables (e.g., gender, cultural background) may affect the international supervisees ’ experiences and perceptions of their supervisors. Future research may use quantitative methods to empirically examine the effectiveness of those helpful supervision strategies identified from this qualitative study. 7. Conclusion In summary, the findings lead to the conclusion that the process of supervising international trainees is far more apt to be successful when (a) culturally anchored, infused with deep cultural appreciation and an ever-informing cultural sensibility, (b) characterized by supervisor cultural comfort and cultural humility, and (c) built upon a mutually connected, co-created supervisor-international supervisee relationship [48]. REFERENCES [1] Falender, C., Goodyear, R., Duan, C., Al‑Darmaki, F., Bang, K., Çiftçi, A., González, V. R., M. Pilar Grazioso, Humeidan, M., Jia, X., Kağnıcı, D., & Partridge, S. (2021). Lens on international clinical supervision: Lessons learned