An exploration of two supervisors’ engagement in a transcultural supervision exercise to support culturally responsive supervision with trainee educational psychologists (TEPs)

Anita Soni, Haley Fong, Tara Janda

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Abstract

The paper explores the impact of an exercise used to promote culturally sensitive supervision on supervisors. It begins with an overview of the role of power dynamics and cultural awareness within supervision. Two supervisors’ experiences of engaging in a transcultural supervision activity with their respective supervisees, trainee educational psychologists (TEPs), are then analysed using Interpretative Phenomenological Analysis (IPA). The two supervisors found engaging in the transcultural supervision exercise initially led to feelings of apprehension but overall was a positive experience. It had a constructive impact on the supervisory relationship; increasing the supervisors’ feelings of connection, developing a trusting relationship, and presenting an opportunity to share and understand each other’s values. It also promoted an ethnorelative way of working, increased supervisors’ cultural awareness, attended to power disparities within supervision, widened perspective taking, and had potential impact on wider practice.
Original languageEnglish
Pages (from-to)194-213
JournalEducational Psychology in Practice
Volume38
Issue number2
Early online date2 Apr 2022
DOIs
Publication statusE-pub ahead of print - 2 Apr 2022

Keywords

  • culturally sensitive supervision
  • power
  • supervision
  • trainee education psychologists
  • transcultural supervision

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