IJSP Number 5, 2023

68 (#6) reported that the depth of the supervisory relationship with international trainees has generally been greater than those with domestic trainees. The supervisor (#6) articulated that “perhaps because more time and energy is invested to be very present and cognizant of our differences, our supervisory relationship can sometimes be much stronger and extends long beyond the time of supervision.” Another supervisor (#10) shared that when working with an international supervisee, they would make extra effort striving to provide culturally appropriate supervision and affirming the supervisee that “they are not alone.” One supervisor (#9) also appreciated the long-lasting relationship with some international supervisees, commenting “some supervisees have become friends I treasure.” Effective Supervision Strategies The qualitative responses regarding effective supervision strategies yielded five major subthemes: (1) providing validation, empathy, and support; (2) facilitating multicultural awareness and self-awareness; (3) the supervisor’s self-disclosure and modeling; (4) enhancing the development of personal and professional identity; and (5) the supervisor’s cultural humility. First, almost all supervisors (100%) shared the importance of providing validation, empathy, and support. In particular, supervisors described that such strategies created a space for “learning, contribute to safety, and make learning increasingly possible.” A supervisor (#3) highlighted similar work such as encouraging students to slow down, listen, and understand fully, so that informed action becomes more likely, by simply saying, “you can do this because I believe in you.” Another supervisor (#5) recalled the most impactful moment in supervision to be “I normalized, validated…we laughed together.” This supervisor (#5) recommended using phrases such as “guys like us” or “people like you and me” intentionally to strengthen the alliance and maximize the similarities as counseling psychologists. Many supervisors (#1, 5, 7, 8) recommended that effective supervision with an international supervisee should encompass fostering their multicultural awareness and self-awareness. In this vein, supervisors highlighted that the supervisor should initiate cultural conversation. For instance, a supervisor (#5) stated that “…taking the lead in discussing culture, as the one with more power (culturally and in the role as supervisor) feels important.” Many supervisors also noted the need to discuss microaggressions, internalized racism, and English-ism. One supervisor (#7) shared what they found to be helpful: “[explored] transference and counter-transference and their anger toward microaggression, positively commented on a supervisee’s ability to pick up on the microaggression dynamic in their (client-supervisee) relationship, discussed ways to bring up the microaggression and the pros and cons of addressing this issue in therapy, talked about white fragility and how it may play a role if he were to bring up this issue with this client.” Additionally, several clinical supervisors (#6, 8, 10) pointed out the importance of enhancing supervisees’ self-awareness, which can exceed the “actual cultural background and acculturation as to whether the clinical work and supervision process are hindered or benefited” and that “awareness and openness are key.” Another supervisor shared that self-awareness and insight can tremendously benefit