IJSP Number 5, 2023

60 international trainees’ psychological wellness and the supervisory relationship [9]. To this end, we aimed to fill in the gap by exploring the perspectives of clinical supervisors with extensive experiences in cross-cultural supervision through qualitative research methods. Based on the results of this qualitative study, we offer several concrete recommendations to clinical supervisors and training programs for potentially improving cross-cultural clinical supervision. Among the extent literature in supervision, we identified three theoretical and conceptual frameworks that may be applicable to supervision with international trainees. According to Culturally Responsive Supervision Model [4], four components are essential in cross-cultural supervision with international students, and they include (a) developing a trusting relationship; (b) discussion of cultural similarities and differences between the supervisor and supervisee; (c) expectation setting; and (d) checking in with international students. First, the supervisory relationship is an essential component in cross-cultural supervision, and a successful supervisory relationship should be based on empathy, unconditional positive regard, and genuineness [10]. This aligns with expectations of international supervisees reported in previous literature that the “supervisory relationship is intertwined with culture talk, most likely complementary, synergistic, and potentiating; each critical component of the equation enhances and energizes the other” [9]. In terms of cultural discussion, the model illustrates that it is the supervisor’s responsibility to initiate the cultural discussion [4]. Similarly, research findings from international trainees reveal that initiation of cultural discussion from supervisors has helped to promote the supervisory relationship, improve supervisees’ counseling skills, and further enhance supervisees’ personal and professional growth [9,11]. When supervisors failed to initiate cultural discussions regarding the similarities and differences within the supervisory relationship, supervisors may be at risk of minimizing international students’ lived experiences and their cultural viewpoints, potentially leading to disappointment, helplessness, and non-disclosure or selective disclosure of client information in supervision [9,12]. Broaching this discussion in cross-cultural supervision should be within the first few supervision sessions with the goal of enabling supervisees to feel welcomed and appreciated for holding different worldviews [11]. In the early stage of supervision, supervisors should explicitly convey their expectations for how the time will be spent together in the supervisory space. Most importantly, expectation and goal setting require cultural sensitivity from U.S. born supervisors, and clinical supervisors working with international trainees are cautioned not to have expectations solely abiding by Western values [4]. Indeed, international students reported harmful supervision to happen when supervisors judged and evaluated students based on US values, ways of being, and social norms [9]. For example, international students reported feeling unsafe in supervision when experiencing supervisors’ expectations for them to assimilate to the US culture without understanding the supervisees’ cultural values [9]. As such, supervisors ideally should be sensitive about nuances in cross-cultural expression and take a collaborative approach while setting goals in cross-cultural supervision [4]. The fourth critical component of the Culturally Responsive Supervision Model [4] is that clinical supervisors should check in with their international supervisees