This study explored how clinical supervisors in the mental health professions make
meaning of their training experiences to conceptualize and evaluate their supervisee’s
multicultural counseling competence (MCC) as a part of their ethical responsibility. A narrative
inquiry was the framework used to examine this process. Psychologists, counselors, and social
workers were selected from a criteria-based and purposeful sampling strategy. All participants
identified valuing MCC and supervised pre-licensed trainees as a part of their duties. The
researcher collected data using a semi-structured interview protocol to obtain empirical
materials. The findings were analyzed using the Atlas.ti qualitative software.
These findings indicate gaps in multicultural training across all disciplines, lack of
guidance in developing multicultural counseling competence, and several important factors for
conceptualization. Such factors included self-reflection of identities/worldviews/beliefs, cultural
humility, and openness for learning. This study’s implications consist of: (a) a comprehensive
multicultural course that provides more lived experiences of clients using intersectional identities
to help students with conceptualization, (b) the intentionality of supervisors to bring up cultural
factors with supervisees, and (c) exploration of supervisee’s awareness to improve therapeutic
knowledge and skills
