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The Counseling Psychologist
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Helpful and Hindering Multicultural Events in Group Supervision

Climate and Multicultural Competence

Anju Kaduvettoor

Lehigh University, ank9{at}lehigh.edu

Tiffany O'Shaughnessy

Lehigh University

Yoko Mori

Lehigh University

Clyde Beverly, III

Lehigh University

Ryan D. Weatherford

Lehigh University

Nicholas Ladany

Lehigh University

This study examines the relationship between multicultural events in group supervision, group climate, and supervisee multicultural competence using a mixed qualitative/quantitative design. The discovery-oriented approach yielded 196 helpful and hindering multicultural events among 136 participants. The most common events included multicultural learning and peer vicarious learning. Supervisees suggested improving their group supervision through better integration of multicultural issues and more supervisor involvement. Regarding group climate, supervisees reporting peer vicarious learning or multicultural learning experienced higher group engagement, whereas misapplications of multicultural theory related to higher reports of group conflict. Increased multicultural learning and extra-group multicultural events positively related to supervisees' multicultural competence whereas multicultural conflicts with supervisors, misapplication of multicultural theory, and the absence of multicultural events negatively related to supervisee multicultural competence. The findings of this study generated several suggestions for managing multicultural events as well as improving theory, research, and practice for group supervision.

This version was published on August 1, 2009

The Counseling Psychologist, Vol. 37, No. 6, 786-820 (2009)
DOI: 10.1177/0011000009333984
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