IJSP Number 5, 2023

67 Reciprocal Learning and Supervisory Relationship Four distinct yet interrelated sub-themes emerged in this broad theme. They were (1) appreciation of international supervisees’ cultural practices and work ethics; (2) strengths-based approach; (3) mutual learning process; and (4) development of a strong supervisory relationship. The supervisors commonly reported that they appreciated international supervisees’ cultural practices and work ethics. Almost all supervisors in our sample commented on international supervisees’ joy in learning, commitment, and willingness to “go all in and do whatever it takes to most fully and fruitfully developed as a therapist.” Some supervisors (#4, 5, 6, 9, 10) articulated that international supervisees are among the most appreciative, humble, respectful, and hard-working trainees. As an example, a supervisor (#4) commented, “I work with many trainees from Asia and they typically are more collaborative, enduring, humble, and willing to put forth energy and time to learn.” One supervisor (#9) shared the following comments: “A great advantage the international students have is that they don't assume they understand a client, but instead they work hard to listen carefully. It does take work to bridge a cultural difference, so international students must work harder -- but all that I have met are more than equal to this task.” Regarding the second subtheme, most of our supervisors (70%) reported taking a strength-based approach with international supervisees. For example, one supervisor reported that international supervisees often demonstrate better understanding and sensitivity to cross-cultural issues, better attitudes in helping clients in need, and greater devotion to professional practice. One supervisor (#3) shared “their being involved in two cultures contributes to a richness of experience and expansion of perspective that serves them well in doing both therapy and participating in supervision.” Another one (#2) stated “[international students] carry with them different perspectives/fresh perspectives of client interactions. In other words, they provide a unique lens to the treatment of their clients.” As such, supervisors noted unique contributions of international supervisees to the field. One supervisor (#1) reported that “…international supervisees are adding cultural depth and diversity to the field.” Similarly, another supervisor (#7) also reported “the most rewarding moment to be when my supervisees gain the confidence on their unique contribution and strengths as international therapist and claim their bi- cultural competency in their counseling relationships.” The third subtheme extracted from supervisors’ responses was related to the mutual learning process. In particular, the supervisor reported that they were able to learn a rich amount about cultural topics from their international supervisees, which expanded their worldviews. Our supervisors (#1, 5, 6, 8, 9) shared that “[working with international supervisees has] expanded the perspectives and empathy for an even wider range of people and issues. The depth and breadth of our knowledge and understanding is increased”; “I have learned so much from them. My own horizons have expanded as I learn about their culture. Their courage and resilience have been a tremendous source of inspiration for me.” For the last subtheme, supervisors also reported on developing a strong supervisory relationship with international supervisees. In particular, one supervisor