IJSP Number 5, 2023

57 [26] Böhm, B., Palma, M., Ousley, J., & Keane, G. (2022). Competency-based mental health supervision: Evidence-based tool needs for the humanitarian context. Global Mental Health, 9 , 221-222 . https://doi.org/10.1017/gmh.2022.23 [27] Milne, D., & Reier, R. P. (2023). Resolving critical issues in clinical supervision. Wiley Blackwell. [28] Reiser, R. P. (2021) An evidence-based approach to clinical supervision. The Clinical Supervisor, 40 :1, 8-28. https://doi.org/10.1080/07325223.2020.1843097 [29] Association of State and Provincial Psychology Boards. (2015). Supervision guidelines for education and training leading to licensure as a health service psychologist. Retrieved from http://c.ymcdn.com/sites/www.asppb.net/resource/resmgr/ Guidelines/Final_Supervision_Guidelines.pdf [30] Cencirulo, J., McDougall, T., Sorenson, C., Crosby, S., & Hauser, P. (2021). Trainee experiences of racism, sexism, heterosexism, and ableism (the ’ISMs’) at a Department of Veterans Affairs (VA) healthcare facility. Training and Education in Professional Psychology, 15(3), 242–249. https://doi.org/10.1037/tep0000312 [31] Coleiro, A. C., Creaner, M., & Timulak, L. (2022): The good, the bad, and the less than ideal in clinical supervision: a qualitative meta-analysis of supervisee experiences, Counselling Psychology Quarterly , https://doi.org/10.1080/09515070.2021.2023098 [32] Wilcox, M. M., Winkeljohn Black, S., Drinane, J. M., Morales-Ramirez, I., Akef, Z., Tao, K. W., DeBlaere, C., Hook, J. N., Davis, D. E., Watkins, C. E., Jr., & Owen, J. (2022). A brief qualitative examination of multicultural orientation in clinical supervision. Professional Psychology: Research and Practice , 53(6), 585–595. https://doi.org/10.1037/pro0000477 [33] Adams, L., Gross, G., Doran, J. M., & Stacy, M. (2022). Clinical supervisors’ experiences with and barriers to supporting trainees who have experienced identity based harassment. Training and Education in Professional Psychology , 16(4), 403–411. https://doi.org/10.1037/tep0000384 [34] Thrower, S. J., Helms, J. E., & Manosalvas, K. (2020). Exploring the role of context on racially responsive supervision: The racial identity social interaction model. Training and Education in Professional Psychology , 14(2), 116–125. https://doi.org/10.1037/tep0000271 [35] Cartwright, D. (2020). Relational processes and the emergence of harmful supervision events: A narrative analysis of a single case. Counselling & Psychotherapy Research , 20(2), 344–354 . https://doi.org/10.1002/capr.12271 [36] Hendricks, S, Cartwright, D.J. (2018). A cross-sectional survey of South African psychology interns’ perceptions of negative supervision events. South African Journal of Psychology . 48(1):86-98. https://doi.org/10.1177/0081246317698858 [37] Ellis, M. V., Taylor, E. J., Corp, D. A., Hutman, H., & Kangos, K. A. (2017). Narratives of harmful clinical supervision: Introduction to the special issue. The Clinical Supervisor, 36(1), 4-19. doi:10.1080/07325223.2017.1297753 [38] Wong, L. C. J., Wong, P. T. P., & Ishiyama, F. I. (2013). What helps and what hinders in cross-cultural clinical supervision: A critical incident study. The