Difference and disclosure in supervision

The first paper is a systematic review of 12 qualitative studies to determine what factors are important in facilitating multicultural clinical supervision. Key themes included self-disclosure, knowledge and learning, acknowledging cultural issues and making them explicit, non-endorsement of stereotypic and/or prejudiced assumptions and behaviours, creating a safe space, developing personal awareness of identity and views, and listening to and respecting different perspectives. The qualitative literature exploring supervisors' and supervisees' experiences improves our understanding of how to promote effective multicultural supervision. A supervisory relationship in which supervisees feel safe to be open and honest about issues of culture, diversity and difference is a key factor in facilitating multicultural clinical supervision. The second paper focussed on the area of openness and honesty, and aimed specifically to gain an understanding of UK trainee clinical psychologists' experiences of (non)disclosure within the supervisory relationship. Twelve participants were recruited from five clinical psychology training courses in England. Semi-structured interviews were audiotaped and transcribed by the researcher. Data were analysed systematically using modified grounded theory, and a model of(non)disclosure developed. The supervisory relationship played a crucial role in either facilitating or hindering trainees' sense that it was safe to disclose. Developing a trusting relationship was particularly important when disclosure was perceived as difficult. Trainees who felt that disclosure could not be utilised safely, experienced a negative impact on learning and often sought support from other sources. Trainees' experiences of supervisors' response to disclosure had a significant impact on disclosure values and therefore their willingness to disclose in future supervisory relationships.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Difference and disclosure in supervision

The first paper is a systematic review of 12 qualitative studies to determine what factors are important in facilitating multicultural clinical supervision. Key themes included self-disclosure, knowledge and learning, acknowledging cultural issues and making them explicit, non-endorsement of stereotypic and/or prejudiced assumptions and behaviours, creating a safe space, developing personal awareness of identity and views, and listening to and respecting different perspectives. The qualitative literature exploring supervisors' and supervisees' experiences improves our understanding of how to promote effective multicultural supervision. A supervisory relationship in which supervisees feel safe to be open and honest about issues of culture, diversity and difference is a key factor in facilitating multicultural clinical supervision. The second paper focussed on the area of openness and honesty, and aimed specifically to gain an understanding of UK trainee clinical psychologists' experiences of (non)disclosure within the supervisory relationship. Twelve participants were recruited from five clinical psychology training courses in England. Semi-structured interviews were audiotaped and transcribed by the researcher. Data were analysed systematically using modified grounded theory, and a model of(non)disclosure developed. The supervisory relationship played a crucial role in either facilitating or hindering trainees' sense that it was safe to disclose. Developing a trusting relationship was particularly important when disclosure was perceived as difficult. Trainees who felt that disclosure could not be utilised safely, experienced a negative impact on learning and often sought support from other sources. Trainees' experiences of supervisors' response to disclosure had a significant impact on disclosure values and therefore their willingness to disclose in future supervisory relationships.EThOS - Electronic Theses Online ServiceGBUnited Kingdo