IJSP Number 5, 2023

59 CROSS-CULTURAL SUPERVISION: CLINICAL SUPERVISORS’ PERCEPTION OF WORKING WITH INTERNATIONAL STUDENTS JIN Ling 1 , WANG Chiachih DC 2 , WATKINS Jr. Clifton Edward 3 , ZAMUDIOA Gabriel 4 1,4 Werklund School of Education, University of Calgary, Calgary, AB, Canada 2,3 Department of Psychology, University of North Texas, Denton, TX, USA Emails : ling.jin1@ucalgary.ca Abstract Supervision theories or models have traditionally not been centered on cross- cultural supervision (e.g., American clinical supervisors working with international trainees). To this end, this qualitative study sought to explore cross-cultural supervision from the perspective of clinical supervisors. A total number of 10 supervisors participated in the current study. Three themes emerged from the supervisors’ data: (1) systemic issues, acculturation, and power differential; (2) reciprocal learning and supervisory relationship; and (3) effective supervision strategies. Findings may help advance clinical supervision with international students, enable mental health professionals and training programs better understand the cross-cultural supervision process with international trainees. Key words: cross-cultural supervision, clinical supervisors, international students, qualitative, multicultural, power differential 1. INTRODUCTION Clinical supervision with international students requires additional training on cross-cultural supervision, given the nature of cross-cultural and cross-linguistic work and differences of race and ethnicity in the supervisor-supervisee relationship [1, 2]. However, due to historical and systemic constraints a large portion of clinical supervisors do not receive adequate multicultural training in their graduate programs, and most supervisors have little to no experiences supervising culturally diverse supervisees [3]. Theories or models of supervision traditionally have not been solely developed for cross-cultural supervision [4, 5]. Enhancing cross-cultural supervision requires additional education, training, and focused efforts from various parties, including the clinical supervisors, international students/supervisees, and training programs [6]. Although a very limited body of literature has examined international trainees’ acculturation levels, language barriers, and perceived discriminations in cross-cultural supervision (e.g., [7, 8, 9]), there is a scarcity of empirical research focusing on clinical supervisors or training programs [7, 8]. Unfortunately, clinical supervisors lacking cross-cultural competence (e.g., not knowing the unique needs of international students) can have a detrimental effect on