IJSP Number 5, 2023

52 for clinical supervision and the requisite supervisor competencies, that momentum has not been translated either into research nor into reflective, humanistic practice. As Falender [22] pointed out, clinical supervision remains the missing ingredient. Missing ingredient refers to the systematic and intentional process of respectful practice, honoring the identities and worldviews of supervisees and clients, with self-awareness of personal identities of the supervisor, establishing a supervisory alliance, attending to the interaction, and ensuring an environment conducive to supervisee’s growth, self-awareness, and developing competence to function independently. 4. FAILURE TO PROVIDE QUALITY CLINICAL SUPERVISION The competencies movement prompted a charge to the training community to evidence that this is not happening is provided by Ellis and colleagues who heralded the harsh realities of inadequate and harmful supervision in their 2013 and 2017 taxonomies of these phenomena. Following that, a surge of supervisee-written journal articles [30], [31] has described specific harmful, and inadequate supervision practices, helpful versus harmful, presenting categories of egregious supervisor behavior that pose risk to supervisees and clients alike. Wilcox and colleagues [32] differentiated helpful from unhelpful experiences and missed opportunities. Unhelpful interactions likely result in self-doubt, impacting a supervisee’s well-being and future trajectory. Limitations in supervisory knowledge, skills, and attitudes were all evident in less helpful experiences. For knowledge (which intersected with attitudes), avoidance of cultural topics or aspects, behavior connoting lack of knowledge, failure to identify and supervisee identities, and generally missing opportunities to frame clinical work through a multicultural lens. Helpful supervisory behaviors included provision of didactic information, acknowledgment of the supervisor’s relationship to culture as in disclosing cultural identities as they relate to worldviews impacting clinical practice. This could take the form of disclosing their own identities or their clinical experiences with diverse clients in the context of providing structure and support to the supervisee. In the instance of institution wide attitude problems, barriers to supervisors’ responding to supervisee harassment or negative supervision behavior can be exacerbated by contextual pressures [33] or institutional racial climate [34]. Harmful and inadequate supervision is not exclusive to the U.S., having been reported in multiple countries, i.e., South Africa [35], [36] Ireland [37], Canada [38]; U.K. [39], Australia [40], Czech Republic [41]. Supervisors are also significantly influenced by the perceived racial climate of their institutions [34] and the challenges when supervisors do not have client language or cultural competence [42]. All of these examples relate to supervisor competence, or lack of such, and provide urgent impetus for ongoing supervisory training and assessment of supervisory process. Relying on supervisee mid- or end of year reports is not adequate as the power differential in the supervisee-supervisor relationship is too