IJSP Number 4, 2022

65 Being culturally humble entails a lifelong process of being open, nondefensive, thoughtful, engaging in reflection before determining a response to culturally loaded queries or topics, demonstrating respectful curiosity and the ability to reflect on and question one’s assumptions and beliefs and power in a cultural frame. 2.1. The Learning Cycle Clinical supervision is conducted in the frame of the learning cycle derived from [19], and Milne and James [20], modified by Falender and Shafranske [1]. The cycle identifies learning progresses from the supervisee first performing a clinical service (i.e., psychotherapy, assessment), and the supervisor having the responsibility to ensure that the supervisee is adequately competent and prepared to perform the service with the amount of supervision provided. Next, ideally, the supervisor and supervisee conduct direct observation (e.g., video or audio review) to engage in reflection on the session, identifying critical moments, emotional responsivity and consider client outcome data. Next, supervisor and supervisee individually and together reflect on the observation. The supervisor encourages the supervisee to self-assess and then provides formative and summative feedback. Next is planning, in which the supervisee and supervisor collaborate to identify interventions, processes to be conducted and engage in experiential learning activities such as role play and modeling. And then back to performance. Upon reflection, many supervisors and supervisees realize they generally go from performance to planning, omitting the other steps. 2.2. Reflective Practice Reflection may be a missing element of much of clinical supervision in the U.S. likely because of institutional demands for productivity, lack of appreciation of its value, and adherence to some manualized treatment models. Reflective practice entails self- awareness of one’s role in th e therapeutic session, consideration of past experiences and their impact, appraisal of the impact of self, affective responses on the client and process, and entails attention to cognitive and affective reactions. It is an essential element of the learning cycle. 2.3. Alliance Among the most researched aspect of clinical supervision, supervisory alliance is the cornerstone of clinical supervision [2], has appeared to be a mediator, and cultural humility likely leads to stronger supervisory alliances [21]. The supervisory alliance is the most researched of supervision phenomena. The alliance is characterized by an emotional bond, entailing trust, respect and caring, and develops through a confluence of factors as the process of supervision unfolds. Supervision is informed by values of beneficence, professionalism, integrity, and commitments to client welfare, the public good, the profession, and the professional development and welfare of the supervisee [2]. Discussion of power inherent in the supervisor’s role, and how it will be managed is essential. Ensuring transparency in feedback, and the law of no surprises — that no evaluation will be a surprise to the supervisee as feedback will be