臺灣博碩士論文加值系統

本研究旨在編製「多元文化督導能力量表」，以督導者觀點進行多元文化督導能力之評量，可作為督導者在提供諮商督導時的參考，是一份適用本土文化的客觀評量工具。本研究以（1）領有諮商心理師執照、以及（2）有提供諮商督導工作之督導者為正式研究對象，合計190人，採網路問卷調查方式進行。研究工具包含研究者自編「多元文化督導能力量表」、以及效標工具採用王文秀等人（2006）編製的「諮商督導專業知覺量表」。研究資料以描述性統計、項目分析、因素分析、積差相關、多變項變異數分析、變異數分析、結構方程模式分析等方式進行資料分析。本研究結果整理如下：
（一）      多元文化督導能力量表總計32題，包含：（1）多元文化敏感度分量表共計17題，涵蓋覺察自我為12題、覺察他者為5題；以及（2）多元文化督導作為分量表共計15題，涵蓋關係互動為5題、過程介入為10題。本量表為自填式五點評分量表，皆為正向計分。
（二）      本量表具良好信度，多元文化敏感度分量表的內部一致性α係數為.935，在覺察自我分層面的α係數為.918，在覺察他者分層面的α係數為.845；以及多元文化督導作為分量表的內部一致性α係數為.931，在關係互動分層面的α係數為.864，在過程介入分層面的α係數為.926。
（三）      本量表具良好效度，包括：（1）在建構效度方面，以驗證性因素分析驗證全量表的建構效度，表示假設模式獲得支持。（2）在聚斂效度方面，多元文化敏感度分量表之兩個子量表各題項的因素負荷量介於.697~.978、各子量表的組合信度分別為.913與.748、各子量表的平均變異抽取量分別為.779與.648，皆顯示多元文化敏感度分量表具有良好之聚斂效度。多元文化督導作為分量表之兩個子量表各題項的因素負荷量介於.845~.988、各子量表的組合信度分別為.964與.933、各子量表的平均變異抽取量分別為.930與.824，皆顯示多元文化敏感度分量表具有良好之聚斂效度。（3）在區別效度方面，多元文化敏感度分量表與多元文化督導作為分量表之潛在變項平均變異萃取量＞構念間相關係數的平方，表示此構念具有良好的區別效度。（4）在效標關聯效度方面，本量表以「諮商督導專業知覺量表」作為效標參照。多元文化督導能力之各分量表與諮商督導專業知覺之各分量表的積差相關係數介於.538且達顯著水準。
（四）      建立量表常模，分別建立全量表、兩個分量表、以及四個子量表之原始分數百分等級常模，做為未來實務工作者應用本量表時可參照使用，本研究亦提供一個案例分析作為範例。
（五）      從差異分析得知，不同生理性別、不同年齡、不同諮商工作年資、不同督導工作年資之督導者，在多元文化敏感度分量表及多元文化督導作為分量表之表現，沒有顯著差異。
（六）      本研究發現在多元文化敏感度分量表以及多元文化督導作為分量表之表現，具備督導認證之督導者顯著高於不具備督導認證之督導者，且博士畢業學歷之督導者顯著高於碩士畢業學歷之督導者。
（七）      本研究發現在覺察自我層面，沒有督導受訓經驗之督導者高於接受非正式督導訓練經驗之督導者、以及接受正式督導經驗之督導者高於接受非正式督導訓練經驗之督導者；及覺察他者層面，接受正式督導訓練之督導者皆高於接受非正式督導訓練經驗之督導者。不同諮商督導受訓經驗的督導者在關係互動、過程介入等面向，存在顯著差異。最後，研究者根據研究結果，提出相關之建議，供諮商督導相關人員及研究人員參考。

This study aims to develop the "Multicultural Supervision Competency Scale," which evaluates multicultural supervision competency from the perspective of supervisors. This scale can serve as a reference for supervisors providing counseling supervision and is an objective assessment tool applicable to local culture. The study targets (1) supervisors holding a counseling psychologist license, and (2) supervisors who provide counseling supervision, with a total of 190 participants, conducted through an online questionnaire survey. Research tools include the self-developed "Multicultural Supervision Competency Scale" and the criterion tool is the "Counseling Supervision Competency Scale" developed by Wang et al. (2006). The research data is analyzed using descriptive statistics, item analysis, factor analysis, Pearson correlation, multivariate analysis of variance, analysis of variance, and structural equation modeling. The results of this study are summarized as follows:
1.        The "Multicultural Supervision Competency Scale" consists of a total of 32 items, including: (1) The Multicultural Sensitivity Subscale, with a total of 17 items, covering Self-awareness (12 items) and Awareness of Others (5 items); (2) The Multicultural Supervision Practices Subscale, with a total of 15 items, covering Relational Interaction (5 items) and Process Intervention (10 items).This scale is a self-administered, five-point Likert scale, with all items positively scored.
2.        The scale demonstrates good reliability. The internal consistency (Cronbach's α) coefficient for the Multicultural Sensitivity Subscale is .935, with the Self-awareness subdomain having an α coefficient of .918 and the Awareness of Others subdomain having an α coefficient of .845. The internal consistency (Cronbach's α) coefficient for the Multicultural Supervision Practices Subscale is .931, with the Relational Interaction subdomain having an α coefficient of .864 and the Process Intervention subdomain having an α coefficient of .926.
3.        The scale demonstrates good validity, including: (1) Construct Validity: Confirmatory factor analysis verified the construct validity of the entire scale, indicating that the hypothesized model is supported. (2) Convergent Validity: For the Multicultural Sensitivity Subscale, the factor loadings of the items on the two subscales range from .548 to .907, the composite reliabilities of the subscales are .830 and .648, and the average variances extracted (AVE) are .623 and .489, respectively, all indicating good convergent validity. For the Multicultural Supervision Practices Subscale, the factor loadings of the items on the two subscales range from .740 to .872, the composite reliabilities are .837 and .852, and the AVEs are .720 and .659, respectively, all indicating good convergent validity. (3) Discriminant Validity: The AVE for the latent variables of both the Multicultural Sensitivity Subscale and the Multicultural Supervision Practices Subscale is greater than the square of the correlations between constructs, indicating good discriminant validity. (4) Criterion-related Validity: The scale uses the "Counseling Supervision Competency Scale" as a criterion reference. The Pearson correlation coefficients between the subscales of the Multicultural Supervision Competency Scale and those of the Counseling Supervision Competency Scale range from .235 to .582, all reaching significant levels.
4.        Establish norms for the scale, including raw score percentile norms for the full scale, two subscales, and four sub-subscales. These norms can be used as references for practitioners applying this scale in the future. This study also provides a case analysis as an example.
5.        According to the differential analysis, there are no significant differences in the performance on the Multicultural Sensitivity Subscale and the Multicultural Supervision Practices Subscale among supervisors of different biological sexes, ages, years of counseling work experience, and years of supervisory work experience.
6.        This study found that supervisors with supervisory certification performed significantly higher on the Multicultural Sensitivity Subscale and the Multicultural Supervision Practices Subscale than those without supervisory certification, and supervisors with a doctoral degree performed significantly higher than those with a master's degree.
7.        This study found that in terms of self-awareness, supervisors without supervisory training experience scored higher than those with informal supervisory training experience, and supervisors with formal supervisory training experience scored higher than those with informal supervisory training experience. In terms of awareness of others, supervisors with formal supervisory training experience scored higher than those with informal supervisory training experience. There are significant differences in relationship interactions and process interventions among supervisors with different counseling supervision training experiences.Finally, based on the research results, the researchers propose the following recommendations for counseling supervisors and researchers to consider.

目錄
第一章    緒論        1
第一節    研究背景與動機    1
第二節    研究目的與問題    7
第三節    名詞釋義        9
第二章    文獻探討        11
第一節    諮商督導之內涵及相關研究        11
第二節    多元文化督導能力之內涵及相關研究        24
第三節    多元文化督導能力量表之編製架構    48
第三章    研究方法        63
第一節    研究流程與架構    63
第二節    研究對象        68
第三節    研究工具        75
第四節    資料處理與分析    78
第四章    結果與討論    85
第一節    量表題項之形成    85
第二節    項目分析        97
第三節    因素分析        101
第四節    量表信度與效度分析    104
第五節    現況與差異分析    139
第六節    量表常模建立與應用    165
第五章    結論與建議    173
第一節    研究發現        173
第二節    研究結論        177
第三節    建議        179
參考文獻                183
中文文獻                183
英文文獻                188
 
附錄               213
附錄一 多元文化督導能力量表之編製架構     213
附錄二 專家內容效度之研究邀請函與說明     219
附錄三 德懷術研究說明函         237
附錄四 德懷術問卷設計說明（第一回合）     238
附錄五 德懷術問卷設計說明（第二／第三回合）         248
附錄六 第一回合德懷術問卷統計結果：多元文化敏感度能力指標     257
附錄七 第一回合德懷術問卷統計結果：多元文化督導作為能力指標         257
附錄八 第二回合德懷術問卷統計結果：多元文化敏感度能力指標     258
附錄九 第二回合德懷術問卷統計結果：多元文化督導作為能力指標         258
附錄十 第三回合德懷術問卷統計結果：多元文化敏感度能力指標     259
附錄十一 第三回合德懷術問卷統計結果：多元文化督導作為能力指標     259
附錄十二 研究邀請函－預試問卷     260
附錄十三 研究邀請函－正式問卷     264
附錄十四 諮商督導專業知覺量表使用同意書         269
附錄十五 多元文化督導能力全量表之百分等級對照表         270
附錄十六 多元文化督導能力量表之「覺察自我總分」之百分等級對照表         271
附錄十七 多元文化督導能力量表之「覺察他者總分」之百分等級對照表         272
附錄十八 多元文化督導能力量表之「多元文化敏感度總分」之百分等級對照表                     273
附錄十九 多元文化督導能力量表之「關係互動總分」之百分等級對照表         274
附錄二十 多元文化督導能力量表之「過程介入總分」之百分等級對照表         275
附錄二十一 多元文化督導能力量表之「多元文化督導作為總分」之百分等級對照表             276
 
表次
表2-1-1 諮商督導內涵之整理    16
表2-2-1 多元文化督導內涵之整理    29
表2-2-2 督導理論中的多元文化內涵之整理    37
表2-3-1 多元文化敏感度分量表之架構表與初稿題項    59
表2-3-2 多元文化督導作為分量表之架構表與初稿題項 60
表3-2-1 專家內容效度委員名單 68
表3-2-2 德懷術委員名單及背景資料 70
表3-2-3 預試樣本人口資料 72
表3-2-4 正式樣本人口資料 74
表3-2-5 臺灣各區之心理師公會會員人數（截至2023年01月10日止）  75
表3-2-6 諮商督導認證學會之會員人數（截至2023年01月10日止）      75
表3-4-1 第一回合德懷術問卷    78
表3-4-2 第二回合德懷術問卷    79
表3-4-3 專家意見判定標準 80
表4-1-1  多元文化敏感度分量表之初稿題項  87
表4-1-2  多元文化督導作為分量表之初稿題項      88
表4-1-3 多元文化敏感度分量表之預試題項    95
表4-1-4 多元文化督導作為分量表之預試題項 96
表4-2-1 多元文化敏感度分量表之項目分析結果    98
表4-2-2 多元文化督導作為分量表之項目分析結果 100
表4-3-1 多元文化督導能力量表（預試問卷）之探索性因素分析摘要表    103
表4-4-1 多元文化敏感度之內部一致性摘要表 104
表4-4-2 多元文化督導作為之內部一致性摘要表    105
表4-4-3 多元文化敏感度分量表之樣本資料的常態性評估摘要表 106
表4-4-4 多元文化敏感度分量表之估計表 107
表4-4-5 多元文化敏感度的覺察自我面向之題項包裹分析結果    109
表4-4-6 多元文化敏感度的覺察他者面向之題項包裹分析結果    110
表4-4-7 多元文化敏感度分量表驗證性因素分析之測量模式適配度檢核表 113
表4-4-8 多元文化敏感度分量表之聚歛效度分析表 114
表4-4-9 多元文化敏感度分量表之區別效度矩陣    115
表4-4-10 多元文化督導作為分量表之樣本資料的常態性評估摘要表  115
表4-4-11 多元文化督導作為分量表之估計表  116
表4-4-12 多元文化督導作為的關係互動面向之題項包裹分析結果      118
表4-4-13 多元文化督導作為的過程介入面向之題項包裹分析結果      119
表4-4-14 多元文化督導作為分量表驗證性因素分析之測量模式適配度檢核表                  122
表4-4-15 多元文化督導作為分量表之聚歛效度分析表  123
表4-4-16 多元文化督導作為分量表之區別效度矩陣      124
表4-4-17 多元文化督導能力量表之模式驗證（模式未修正）      126
表4-4-18 多元文化督導能力量表之模式驗證（模式修正）  129
表4-4-19 多元文化督導能力量表驗證性因素分析之測量模式適配度表（題項包裹法）          133
表4-4-20 多元文化督導能力量表之聚歛效度分析表      135
表4-4-21 多元文化督導能力量表之區別效度矩陣  136
表4-4-22 多元文化督導能力和諮商督導專業知覺之相關分析摘要表  136
表4-5-1 正式樣本在多元文化敏感度分量表之現況分析結果 140
表4-5-2 正式樣本在多元文化敏感度分量表之相依樣本變異數分析摘要表 140
表4-5-3 正式樣本在多元文化督導作為分量表之現況分析結果    141
表4-5-4 正式樣本在多元文化督導作為分量表之相依樣本變異數分析摘要表    141
表4-5-5 性別變項在多元文化敏感度分量表與多元文化督導作為分量表之描述性統計            143
表4-5-6 性別變項於多元文化敏感度分量表與多元文化督導作為分量表之差異分析        143
表4-5-7 年齡變項在多元文化敏感度分量表與多元文化督導作為分量表之描述性統計            146
表4-5-8 年齡變項在多元文化敏感度分量表與多元文化督導作為分量表之差異分析        146
表4-5-9 學歷變項於多元文化敏感度分量表與多元文化督導作為分量表之描述性統計            148
表4-5-10 學歷變項於多元文化敏感度分量表與多元文化督導作為分量表之差異分析              148
表4-5-11 學歷變項在多元文化督導作為分量表之之單變項變異數分析摘要表                  149
表4-5-12 是否具備督導認證之督導者在多元文化敏感度分量表與多元文化督導作為分量表之描述性統計  151
表4-5-13 是否具備督導認證在多元文化敏感度分量表及多元文化督導作為分量表之差異分析      152
表4-5-14 具備督導認證與否變項在多元文化敏感度分量表之單變項變異數分析摘要表          153
表4-5-15 具備督導認證與否變項在多元文化督導作為分量表之單變項變異數分析摘要表      153
表4-5-16 督導訓練經驗變項在多元文化敏感度分量表與多元文化督導作為分量表之描述性統計  155
表4-5-17 督導訓練經驗變項在多元文化敏感度分量表與多元文化督導作為分量表之差異分析      156
表4-5-18 不同督導訓練經驗變項在多元文化敏感度分量表之單變項變異數分析摘要表          157
表4-5-19 不同督導訓練經驗變項在多元文化督導作為分量表之單因子多變項變異數分析摘要表  158
表4-5-20 不同諮商工作年資變項之督導者在多元文化敏感度分量表及多元文化督導作為分量表之描述性統計  160
表4-5-21 不同諮商工作年資變項在多元文化敏感度分量表與多元文化督導作為分量表之差異分析      160
表4-5-22 不同督導工作年資變項之督導者在多元文化敏感度分量表與多元文化督導作為分量表之描述性統計  162
表4-5-23 不同督導工作年資變項之督導者在多元文化敏感度分量表與多元文化督導作為分量表之差異分析      163
表4-6-1 甲督導者的多元文化督導能力之得分情形 166
表4-6-2  多元文化督導能力量表及各分量表之結果解釋與說明  168
表4-6-3 多元文化督導能力量表各分量表之測量標準誤摘要表    170
 
圖次
圖3-1-1 多元文化督導能力量表之研究流程及架構圖    67
圖4-4-1 多元文化敏感度分量表之驗證性因素分析結果圖    112
圖4-4-2 多元文化督導作為分量表之驗證性因素分析結果圖 121
圖4-4-3 多元文化督導能力全量表之驗證性因素分析結果圖（模式未修正）    125
圖4-4-4 多元文化督導能力全量表之驗證性因素分析結果圖（模式修正） 128
圖4-4-5 多元文化督導能力量表之驗證性因素分析結果圖（題項包裹法） 132
圖4-6-1  甲督導者的多元文化督導能力之剖面圖  167

王大維（2009）。多元文化取向督導模式之探討。輔導季刊，45（1），12-24。https://doi.org/10.29742/GQ.200903.0002
王文秀、徐西森、連廷嘉（2006）。我國大學校院與社會輔導機構諮商督導工作實施現況及其人員專業知覺之探討研究。中華輔導學報，19，1-40。https://doi.org/10.7082/CARGC.200603.0001
王文科、王智弘（2020）。教育研究法（第19版）。五南。
王翊涵（2020）。諮商心理師多元文化諮商的實踐探究：以新住民女性諮商為例。中華輔導與諮商學報，58，127-159。https://doi.org/10.3966/172851862020050058004
台灣輔導與諮商學會（2019）。台灣輔導與諮商學會專業督導認證辦法。https://www.guidance.org.tw/rule_014.html
台灣輔導與諮商學會（2022）。臺灣輔導與諮商學會諮商專業倫理守則。http://www.guidance.org.tw/ethic_001.html
刑志彬（2017）。多元文化架構下的督導實務回應與營建。輔導季刊，53（4），52-60。
余挺毅（2007）。國民小學輔導教師多元文化諮商能力及其相關因素之研究[未出版碩士論文]。國立高雄師範大學。
吳秀碧（2012）。受督者知覺有益學習的督導關係內涵之探究。中華輔導與諮商學報，33，87-118。https://doi.org/10.7082/CJGC.201208.0087
吳秀碧（2013）。督導關係量表之編製與信、效度建構。中華輔導與諮商學報，38，117-148。
吳明隆（2009）。結構方程模式：AMOS的操作與應用（附光碟）。五南。
吳明隆（2013）。SPSS統計應用學習實務：問卷分析與應用統計。易習圖書。
吳明隆（2014）。論文寫作與量化研究（4版）。五南。
吳明隆、凃金堂（2019）。SPSS與統計應用分析（第二版）。五南。
李明峰（2017）。臺灣諮商督導研究主題與方法之分析：以2000～2015年為例。諮商心理與復健諮商學報，30，97-119。https://doi.org/10.6308/JCPRC.2017.30.04
林佩儀（2006）。女性主義取向與多元文化督導取向的結合。諮商與輔導，252，24-28。https://doi.org/10.29837/CG.200612.0010
林家興、趙舒禾、方格正、黎欣怡、李露芳、葉安華（2012）。諮商督導實務。雙葉書廊。
徐西森（2003）。諮商督導歷程中督導角色與督導焦點之分析研究－以區辨模式為架構。諮商輔導文粹：高師輔導所刊，8，1-33。https://doi.org/10.6308/CG.08.01
徐西森（2005）。不同背景變項督導人員諮商督導能力之差異研究。諮商輔導學報：高師輔導所刊，12，125-158。https://doi.org/10.6308/JCG.12.05
徐西森、連廷嘉（2003）。諮商督導理論驗證與實務運用並重乎？應用心理學，19，27-29。
徐西森、黃素雲（2023）。諮商督導：理論與研究（增訂二版）。心理。
桑顯舜、林淑梤（2019）。運用德懷術建立國小教師基本科學能力之評量要項。師資培育與教師專業發展期刊，12（1），29-58。https://doi.org/10.3966/207136492019041201002
張雅玲（2005）。多元文化諮商能力之研究-以義務「張老師」為例[未出版碩士論文]。中國文化大學。
梁榮仁（1997）。輔導教師的多元文化諮商能力及其相關因素之研究[未出版碩士論文]。國立高雄師範大學。
莊雅婷、陳秉華、林淑君（2012）。國小教師與諮商專業人員參與多元文化能力訓練之需求與助益性評估。教育理論與實踐學刊，25，1-28。https://doi.org/10.7038/JETP.201206.0001
許韶玲（2007）。為什麼受督導者隱而不說？中華輔導學報，21，167-200。https://doi.org/10.7082/CARGC.200703.0167
郭哲君、鄭志富（2013）。題項包裹法於結構方程模式分析中的應用：臺灣體育與運動學術研究之分析與探討。體育學報，46（4），429-441。https://doi.org/10.6222/pej.4604.201312.1310
陳玉珍（2017）。當新移民女性進入台灣，諮商師準備好了嗎？多元文化及相關考量因素之探討。諮商與輔導，382，41-43。
陳妙柔（2018）。組愛，阻礙？從多元文化諮商實踐同志社會正義。諮商與輔導，390，31-33。
陳志賢（2016）。新移民家庭諮商所需之多元文化諮商能力探討。輔導季刊，52（2），5-12。
陳怡君、林恩存、王聖安、李盈瑩、吳芝儀（2018）。從多元文化觀點探討新住民諮商議題。諮商與輔導，388，44-47。
陳金燕（2003）。自我覺察在諮商專業中之意涵：兼論自我覺察督導模式。應用心理研究，18，59-87。
陳羿霓、謝沛欣、謝文軒、陳力瑜、吳芝儀（2015）。淺談台灣諮商督導角色與倫理守則之規範：以中、港地區為鏡。輔導季刊，51（4），1-9。
陳寬裕、王正華（2021）。論文統計分析實務：SPSS與AMOS的運用。五南。
游美貴（2012）。反思與實踐–連結多元文化的社會工作教育。台灣社會工作學刊，10，97-118。https://doi.org/10.29814/TSW.201207.0003
黃慧森（2016）。敘事取向團體督導歷程之多元文化議題處理經驗。諮商與輔導，363，37-42。
葉重新（2017）。教育研究法（第三版）。心理。
臺灣諮商心理學會（2021）。臺灣諮商心理學會諮商心理專業倫理守則。https://rec.chass.ncku.edu.tw/sites/default/files/page-file/%E8%87%BA%E7%81%A3%E8%AB%AE%E5%95%86%E5%BF%83%E7%90%86%E5%AD%B8%E6%9C%83%E8%AB%AE%E5%95%86%E5%BF%83%E7%90%86%E5%B0%88%E6%A5%AD%E5%80%AB%E7%90%86%E5%AE%88%E5%89%87.pdf
劉安真（2006）。諮商師訓練的新挑戰─論多元文化諮商能力與訓練。弘光人文社會學報，4，167-185。https://doi.org/10.29933/SHSS.200605.0009
劉協成（2006）。德懷術之理論與實務初探。教師之友，47（4），91–99。https://doi.org/10.7053/TF.200610.0091
盧鴻文（2013）。傳統取向與後現代敘事取向的諮商督導者角色差異之初探。輔導季刊，49（3），53-61。
賴姳臻、陳秀蓉（2021）。諮商督導中的權力議題及運用。輔導季刊，57（3），59-70。
鍾乙豪（2021）。型塑學校優勢方法之探究：國小校長德懷術觀點。學校行政雙月刊，132，102-122。https://doi.org/10.6423/HHHC.202103_(132).0005
顏百鴻、歐陽誾（2018）。國小高年級學生行動學習準備度量表內涵建構之初探。教育學誌，39，1-53。
Corey, G. C., Corey, M. S., & Callanan, P.（2019）。專業助人工作倫理第二版（修慧蘭、林蔚芳、洪莉竹譯）。新加坡商聖智學習。（原著出版於2018）
American Counseling Association (2014). 2014 ACA Code of Ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf
American Psychological Association. (2017). Multicultural guidelines: An ecological approach to context, identity, and intersectionality, 2017. http://www.apa.org/about/policy/multicultural-guidelines.pdf
Amira, A., Yap, B. W., & Deni, S. M. (2020). Effects on Parameter Estimates and Goodness of Fit Measures: Comparing Item-Level and Item-Parcel Models in Structural Equation Modeling. Pertanika Journal of Science and Technology, 28(2), 627-647.
Amos, Y. T. (2017). A visit to purgatory: Cultural mismatch between a Japanese international teacher candidate and her American supervisors and mentor teachers. Teaching and Teacher Education, 68, 200-209. https://doi.org/10.1016/j.tate.2017.09.006
Ancis, J. R., & Ladany, N. (2010). A multicultural framework for counseling supervision. In N. Ladany & L. J. Bradley (Eds.), Counselor supervision: Principles, process, and practice (4th ed., pp. 53-95). Brunner-Routledge.
Ancis, J. R., & Marshall, D. S. (2010). Using a multicultural framework to assess supervisees’ perceptions of culturally competent supervision. Journal of Counseling and Development, 88(3), 277-284. https://doi.org/10.1002/j.1556-6678.2010.tb00023.x
Arkin, N. (1999). Culturally sensitive student supervision: Difficulties and challenges. The Clinical Supervisor, 18(2), 1-16. https://doi.org/10.1300/J001v18n02_01
Aten, J. D., Madson, M. B., & Kruse, S. J. (2008). The supervision genogram: A tool for preparing supervisors-in-training. Psychotherapy: Theory, Research, Practice, Training, 45(1), 111-116. https://doi.org/10.1037/0033-3204.45.1.111
Atkins, S. L., Fitzpatrick, M. R., Poolokasingham, G., Lebeau, M., & Spanierman, L. B. (2017). Make It Personal: A Qualitative Investigation of White Counselors’ Multicultural Awareness Development. The Counseling Psychologist, 45(5), 669-696. https://doi.org/10.1177/0011000017719458
Atzinger, C.L., Lewis, K.L., Martin, L.J., Yager, G., Ramstetter, C., & Wusik, K. (2014). The impact of supervision training on genetic counselor supervisory identity development. Journal of Genetic Counseling, 23, 1056-1065. https://doi.org/10.1007/s10897-014-9730-7
Barnett, J. E., & Molzon, C. H. (2014). Clinical supervision of psychotherapy: Essential ethics issues for supervisors and supervisees. Journal of Clinical Psychology, 70(11), 1051-1061. https://doi.org/10.1002/ jclp.22126
Barnett, J. E., Erickson Cornish, J. A., Goodyear, R. K., & Lichtenberg, J. W. (2007). Commentaries on the ethical and effective practice of clinical supervision. Professional Psychology: Research and Practice, 38, 268-275. https://doi.org/10.1037/0735-7028.38.3.268
Barrio Minton, C. A., & Hightower, J. M. (2020). Counselor Education and Supervision: 2018 Annual Review. Counselor Education & Supervision, 59, 2-15. https://doi.org/10.1002/ceas.12162
Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of clinical supervision (6th ed.). Pearson.
Bernard, J. M., & Luke, M. (2015). A Content Analysis of 10 Years of Clinical Supervision Articles in Counseling. Counselor Education & Supervision, 54, 242-257. https://doi.org/10.1002/ceas.12024
Bhat, C. S., & Davis, T. E. (2007). Counseling supervisors’ assessment of race, racial identity, and working alliance in supervisory dyads. Journal of Multicultural Counseling and Development, 35, 80-91. https://doi.org/10.1002/j.2161-1912.2007.tb00051.x
Bledsoe, K. G., Logan-McKibben, S., McKibben, W. B., & Cook, R. M. (2019). A Content Analysis of School Counseling Supervision. Professional School Counseling, 22(1), 1-8. https://doi.org/10.1177/2156759X19838454
Borders, L. D. (2014). Best Practices in Clinical Supervision: Another Step in Delineating Effective Supervision Practice. American Journal of Psychotherapy, 68(2), 151-162. https://doi.org/10.1176/appi.psychotherapy.2014.68.2.151
Borders, L. D., Glosoff, H. L., Welfare, L. E., Hays, D. G., DeKruyf, L., Fernando, D. M., & Page, B. (2014). Best practices in clinical supervision: Evolution of a counseling specialty. The Clinical Supervisor, 33, 26-44. https://doi.org/10.1080/07325223.2014.905225
Burkard, A. W., Johnson, A. J., Madson, M. B., Pruitt, N. T., Contreras-Tadych, D. A., Kozlowski, J. M., Hess, S. A., & Knox, S. (2006). Supervisor cultural responsiveness and unresponsiveness in cross-cultural supervision. Journal of Counseling Psychology, 53(3), 288-301. https://doi.org/10.1037/0022-0167.53.3.288
Burkard, A. W., Knox, S., Hess, S. A., & Schultz, J. (2009). Lesbian, gay, and bisexual supervisees' experiences of LGB-affirmative and non-affirmative supervision. Journal of Counseling Psychology, 56, 176-188. https://doi.org/10.1037/0022-0167.56.1.176
Butler, S. K. (2004). Multicultural Sensitivity and Competence in the Clinical Supervision of School Counselors and School Psychologists: A Context for Providing Competent Services in a Multicultural Society. The Clinical Supervisor, 22(1), 125-141. https://doi.org/10.1300/J001v22n01_09
Callahan, J. L., Love, P. K., & Watkins, C. E., Jr. (2019). Supervisee perspectives on supervision processes: An introduction to the special issue. Training and Education in Professional Psychology, 13(3), 153-159. https://doi.org/10.1037/int0000199
Carroll, M. (2010). Supervision: Critical reflection for transformational learning. The Clinical Supervisor, 29(1), 1-19. https://doi.org/10.1080/07325221003730301
Choi, H.-R., Choi, Y.-S., & Ahn, J. (2024). An analysis of Supervision Experiences of Novice Counselors in Self-Harm and Suicide Crisis Counseling : Based on the Consensual Qualitative Reserach(CQR). Jounral of Educational Therapist, 16(1), 1-24. https://doi.org/10.35185/KJET.16.1.1
Coffman, D. L., & MacCallum, R. C. (2005). Using parcels to convert path analysis models into latent variable models. Multivariate Behavioral Research, 40, 235-259. https://doi.org/10.1207/s15327906mbr4002_4
Constantine, M. G., & Sue, D. W. (2007). Perceptions of racial micro-aggressions among black supervisees in cross-racial dyads. Journal of Counseling Psychology, 54(2), 142-153. http://doi.org/10.1037/0022-0167.54.2.142
Constantine, M. G., Warren, A. K., & Miville, M. L. (2005). White Racial Identity Dyadic Interactions in Supervision: Implications for Supervisees' Multicultural Counseling Competence. Journal of Counseling Psychology, 52(4), 490-496. https://doi.org/10.1037/0022-0167.52.4.490
Cook, R, McKibben, B, & Wind, S. A. (2018). Supervisee perception of power in clinical supervision: the power dynamics in supervision scale. Training and Education in Professional Psychology, 12(3), 188-195. https://doi.org/10.1037/tep0000201
Crenshaw, K. (1991). Mapping the margins: intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241-1299. https://doi.org/10.2307/1229039.
Crockett, S. A. (2011). The Role of Supervisor-Supervisee Cultural Differences, Supervisor Multicultural Competence, and the Supervisory Working Alliance in Supervision Outcomes: A Moderated Mediation Model. [Unpublished doctoral dissertation]. Old Dominion University. https://digitalcommons.odu.edu/cgi/viewcontent.cgi?article＝1041&context＝chs_etds
Cumming-McCann, A., & Accordino, M. P. (2005). An investigation of rehabilitation counselors characteristics, white racial attitudes, and self-reported multicultural counseling competencies. Rehabilitation Counseling Bulletin, 48(3),167-176. https://doi.org/10.1177/00343552050480030501
D’Andrea, M., Daniels, J., & Heck, R. (1991). Evaluating the impact of multicultural counseling training. Journal of Counseling & Development, 70(1), 143-150. https://doi.org/10.1002/j.1556-6676.1991.tb01576.x
Dašić, D. (2023). Application of Delphi method in sports. Sport Media and Business, 9(1), 59-71. https://doi.org/10.58984/smb2301059d
Davis, D. E., DeBlaere, C., Owen, J., Hook, J. N., Rivera, D. P., Choe, E., Van Tongeren, D. R., Worthington, E. L. Jr. & Placeres, V. (2018). The multicultural orientation framework: a narrative review. Psychotherapy, 55(1), 89-100, https://doi.org/10.1037/pst0000160.
Degges-White, S. E., Colon, B. R., & Borzumato-Gainey, C. (2013). Counseling Supervision within a Feminist Framework: Guidelines for Intervention. Journal of Humanistic Counseling, 52, 92-105. https://doi.org/10.1002/j.2161-1939.2013.00035.x
Dressel, J. L., Consoli, A. J., Kim, B. S. K., & Atkinson, D. R. (2007). Successful and Unsuccessful Multicultural Supervisory Behaviors: A Delphi Poll. Journal of Multicultural Counseling and Development, 35(1), 51-64. https://doi.org/10.1002/j.2161-1912.2007.tb00049.x
Dunn, T., Smith, T. B., & Montoya, J. (2006). Multicultural competency instrumentation: A review and analysis of reliability generalization. Journal of Counseling and Development, 84, 471-482. https://doi.org/10.1002/j.1556-6678.2006.tb00431.x
Edwards, D. (2010). Play and metaphor in clinical supervision: Keeping creativity alive. The Arts in Psychotherapy, 37, 248-254. https://doi.org/10.1016/j.aip.2010.04.011
Ekanoye, A. (2020). Multicultural Issues in Supervision: Supervising International Counseling Students. Psychology and Behavioral Sciences, 9(2), 12-26. https://doi.org/10.11648/j.pbs.20200902.12
Ellis, M. V., Berger, L., Hanus, A., Ayala, E. E., Swords, B. A., & Siembor, M. J. (2014). Inadequate and harmful clinical supervision: Testing a revised framework and assessing occurrence. The Counseling Psychologist, 42, 434-472. https://doi.org/10.1177/0011000013508656
Eryılmaz, A., & Bektaş-Aydın, C. (2022). One Developmental Model, Two Developmental Stages: Supervisees’ Experiences of the Developmental Comprehensive Supervision Model. International Journal for the Advancement of Counselling, 44(2), 694-719. https://doi.org/10.1007/s10447-022-09486-w
Eryılmaz, A., & Mutlu, T. (2017). Developing the four-stage supervision model for counselor trainees. Educational Sciences: Theory & Practice, 17(2), 597-629. https://doi.org/10.12738/estp.2017.2.2253
Estrada, D., Frame, M. W., & Williams, C. B. (2004). Cross-Cultural Supervision: Guiding the Conversation Toward Race and Ethnicity. Journal of Multicultural Counseling and Development, 32(extra), 307-319.
Falender, C. A., & Shagranske, E. P. (2017). Supervision Essentials for the Practice of Competency-Based Supervision. Washington, D. C.
Fernando, D. M., & Hulse-Killacky, D. (2005). The relationship of supervisory styles to satisfaction with supervision and the perceived self-efficacy of master’s level counseling students. Counselor Education and Supervision, 44(4), 293-304. https://doi.org/10.1002/j.1556-6978.2005.tb01757.x
Fickling, M. J., Borders, L. D., Mobley, K. A., & Wester, K. L. (2017). Most and least helpful events in three supervision modalities. Counselor Education and Supervision, 56, 289-304. https://doi.org/10.1002/ceas.12086
Fickling, M. J., Tangen, J. L., Graden, M. W., & Grays, D. (2019). Multicultural and Social Justice Competence in Clinical Supervision. Counselor Education and Supervision, 58(4), 309-316. https://doi.org/10.1002/ceas.12159
Field, T. A. (2016). A Different Type of Supervision: Training Clinical Mental Health Counseling Interns in Dialectical Behavior Therapy. Journal of Mental Health Counseling, 38(3), 233-247. https://doi.org/10.17744/mehc.38.3.04
Finley, S. L., Veach, P. M., MacFarlane, I. M., LeRoy, B. S., & Callanan, N. (2016). Genetic Counseling Supervisors' Self-Efficacy for Select Clinical Supervision Competencies. Journal of genetic counseling, 25(2), 344-358. https://doi.org/10.1007/s10897-015-9865-1
Fong, M. L. (1994). Multicultural issues in supervision. ERIC Digest (ED 372346). http://www.ericdigests.org/1995-1/supervision.htm
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.2307/3151312
Gatmon, D., Jackson, D., Koshkarian, L., Martos-Perry, N., Molina, A., Patel, N., & Rodolfa, E. (2001). Exploring ethnic, gender, and sexual orientation variables in supervision: Do they really matter? Journal of Multicultural Counseling and Development, 29(2), 102-113. https://doi.org/10.1002/j.2161-1912.2001.tb00508.x
Gazzola, N., De Stefano, J., Thériault, A., & Audet, C. (2014). Positive experiences of doctoral-level supervisors-in-training conducting group-format supervision: A qualitative investigation. British Journal of Guidance & Counselling, 42(1), 26-42. https://doi.org/10.1080/03069885.2013.799263
Glockshuber, E. (2005). Counsellors’ self-perceived multicultural competencies model. European Journal of Psychotherapy, Counselling and Health, 7, 291-308. https://doi.org/10.1080/13642530500367894
Gloria, A. M., Hied, J. S., & Tao, K. (2008). Self-Reported Multicultural Supervision Competence of White Predoctoral Intern Supervisors. Training and Education in Professional Psychology, 2(3), 129-136. https://doi.org/10.1037/1931-3918.2.3.129
Goodyear, R. K., Bunch, K., & Claiborn, C. D. (2005). Current Supervision Scholarship in Psychology: A Five Year Review. The Clinical Supervisor, 24(1-2), 137-147. http://doi.org/10.1300/J001v24n01
Granello, D.H. (2003). Influence strategies in the supervisory dyad: An investigation into the effects of gender and age. Counselor Education and Supervision, 42, 189-202. https://doi.org/10.1002/j.1556-6978.2003.tb01811.x
Guiffrida, D. (2015). A Constructive Approach to Counseling and Psychotherapy Supervision. Journal of Constructivist Psychology, 28(1), 40-52. https://doi.org/10.1080/10720537.2014.922911
Gunn, J. E., & Pistole, M. C. (2012). Trainee supervisor attachment: Explaining the alliance and disclosure in supervision. Training and Education in Professional Psychology, 6(4), 229-237. https://doi.org/10.1037/a0030805
Hawskins, P., & Shohet, R. (2000). Supervision in the helping professions: An in dividual, group, and organizational approach (2nd ed.). Open University Press.
Haynes, R., Corey, G., & Moulton, P. (2002). Clinical supervision in the helping professions: A practical guide. Waldsworth.
Hendrickson, S. M., McCarthy Veach, P., & LeRoy, B. S. (2002). A qualitative investigation of student and supervisor perceptions of live supervision in genetic counseling. Journal of Genetic Counseling, 11, 25-49. https://doi.org/10.1023/A:1013868431533
Hiatt, K. (2022). Compassion-supported development: A humanistic approach to counseling supervision. Journal of Humanistic Counseling, 61(3), 211-223. https://doi.org/10.1002/johc.12181
Hill, C. E., Baumann, E., Shafran, N., Gupta, S., Morrison, A., Rojas, A. E. P., Spangler, P. T., Griffin, S., Pappa, L., & Gelso, C. J. (2015). Is training effective? A study of counseling psychology doctoral trainees in a psychodynamic/interpersonal training clinic. Journal of Counseling Psychology, 62(2), 184-201. https://doi.org/10.1037/cou0000053
Hird, J. S., Cavalieri, C. E., Dulko, J. P., Felice, A. A. D., & Ho, T. A. (2001). Visions and realities: Supervisee perspectives of multicultural supervision. Journal of Multicultural Counseling and Development, 29, 114-130. https://doi.org/10.1002/j.2161-1912.2001.tb00509.x
Hird, J. S., Tao, K.W., & Gloria, A.M. (2004). Examining supervisor's multicultural competence in racially similar and different supervision dyads. The Clinical Supervisor, 23, 107-122. https://doi.org/10.1300/J001v23n02_07
Holloway, E. L. (1995). Clinical supervision: A systems approach. Sage.
Holloway, E. L. (2016). Supervision Essentials for a Systems Approach to Supervision (p.13-31). American Psychological Association (APA)
Hook, J. N., Davis, D. E., Owen, J., Worthington, E. L., Jr. & Utsey, S. O. (2013). Cultural humility: measuring openness to culturally diverse clients. Journal of Counseling Psychology, 60(3), 353-366. https://doi.org/10.1037/a0032595
Hutman, H., & Ellis, M. V. (2020). Supervisee nondisclosure in clinical supervision: Cultural and relational considerations. Training and Education in Professional Psychology, 14(4), 308-315. https://doi.org/10.1037/tep0000290
Iacobucci, D. (2010). Structural equations modeling: Fit Indices, sample size, and advanced topics. Journal of Consumer Psychology, 20, 90-98. https://doi.org/10.1016/j.jcps.2009.09.003
Inman, A. G. (2006). Supervisor multicultural competence and its relation to supervisory process and outcome. Journal of Marital and Family Therapy, 32, 73-85. https://doi.org/10.1111/j.1752-0606.2006.tb01589.x
Inman, A. G., & Kreider, E. D. (2013). Multicultural competence: Psychotherapy practice and supervision. American Psychological Association, 50(3), 346-350. https://doi.org/10.1037/a0032029
Ivers, N. N., Rogers, J. L., Borders, L. D., & Turner, A. (2017). Using interpersonal process recall in clinical supervision to enhance supervisees’ multicultural awareness. The Clinical Supervisor, 36(9), 282-303. https://doi.org/10.1080/07325223.2017.1320253
Ivey, A. E. & Daniels, T. (2016). Systematic interviewing microskills and neuroscience: Devel- oping bridges between the fields of communication and counseling psychology. Interna- tional Journal of Listening, 30, 99-119.  https://doi.org/10.1080/10904018.2016.1173815
Jackson, D. L., Gillaspy, J. A., Jr., & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological Methods, 14(1), 6-23. https://doi.org/10.1037/a0014694
Jackson, J. L. (2007). Faculty-student dual relationships: Implications for counselor educators. The Alabama Counseling Association Journal, 33(1), 1-10.
Jain, A., & Aggarwal, P. (2020). What Would Be Most Helpful for Us to Talk About? Trainee Perspectives on Culturally Effective Supervision in the USA and India. Journal of Psychotherapy Integration, 3(1), 84-92.  https://doi.org/10.1037/int0000184
Jang, H., Bang, N. M., Byrd, J. A., & Smith, C. K. (2020). Cross-Cultural Supervision: Racial/Ethnic Minority Supervisees' Perspectives. The Journal of Counseling Research and Practice, 5(2), 1-19. https://doi.org/10.56702/UCKX8598/jcrp0502.2
Jang, Y. J., Woo, H., & Henfield, M. S. (2014). A qualitative study of challenges faced by international doctoral students in counselor education supervision courses. Asia Pacific Education Review, 15, 561-572. https://doi.org/10.1007/s12564-014-9342-9
Killian, K. D. (2001). Differences making a difference: Cross-cultural interactions in supervisory relationships. Journal of Feminist Family Therapy, 12, 61-103. https://doi.org/10.1300/J086v12n02_03
Kim, B. S. K., Cartwright, B. Y., Asay, P. A., & D’Andrea, M. J. (2017). A Revision of the Multicultural Awareness, Knowledge, and Skills Survey-Counselor Edition. Measurement and Evaluation in Counseling and Development, 36(3), 161-180. https://doi.org/10.1080/07481756.2003.11909740
Kissil, K., Davey, M., & Davey, A. (2015). Foreign‐born therapists: How acculturation and supervisors' multicultural competence are associated with clinical self‐efficacy. Journal of Multicultural Counseling and Development, 43(1), 38-57. https://doi.org/10.1002/j.2161-1912.2015.00063.x
Knudsen, H. K., Ducharme, L. J., & Roman, P. M. (2008). Clinical supervision, emotional exhaustion, and turnover intention: A study of substance abuse treatment counselors in the Clinical Trials Network of the National Institute on Drug Abuse. Journal of Substance Abuse Treatment, 35, 387-395. https://doi.org/10.1016/j.jsat.2008.02.003
Knudsen, H. K., Roman, P. M., & Abraham, A. J. (2013). Quality of clinical supervision and counselor emotional exhaustion: The potential mediating roles of organizational and occupational commitment. Journal of Substance Abuse Treatment, 44, 528-533. https://doi.org/10.1016/j.jsat.2012.12.003
Koltz, R. L., & Feit, S. S. (2012). A Phenomenological Study: The Experience of Live Supervision during a Pre-practicum Counseling Techniques Course. The Qualitative Report, 17(80), 1-24. https://doi.org/10.46743/2160-3715/2012.1723
Kress, V. E., O’Neill, R. M., Protivnak, J. J., & Stargell, N. A. (2015). Supervisors’ Suggestions for Enhancing Counseling Regulatory Boards’ Sanctioned Supervision Practices. Journal of Mental Health Counseling, 37(2), 109-123. https://doi.org/10.17744/mehc.37.2.p658p5k07m830351
Kusci, I., Ilhan, T., & Sarikaya, Y. (2024). Predicting Therapeutic Alliance: Supervisory Alliance and Supervisee’s Attachment Style. Journal of Family, Counseling and Education, 9(1), 1-14. https://doi.org/10.32568/jfce.1446693
Ladany, N., & Bradley, L. J. (2010). Counselor Supervision (4th ed.). Routledge. https://doi.org/10.4324/9780203877630
Ladany, N., Friedlander, M. L., & Nelson, M. L. (2016). Supervision essentials for the critical events in psychotherapy supervision model. American Psychological Association. https://doi.org/10.1037/14916-000
Ladany, N., Mori, Y., & Mehr, K. E. (2013). Effective and ineffective supervision. The Counseling Psychologist, 41, 28-47. https://doi.org/10.1177/0011000012442648
Ladson-Billings, G. (2006). It's not the culture of poverty, it's the poverty of culture: The problem with teacher education. Anthropology and Education Quarterly, 37(2), 104-109. https://doi.org/10.1525/aeq.2006.37.2.104
LaFromboise, T. D., Coleman, H. L. K., & Hernandez, A. (1991). Development and factor structure of the Cross-Cultural Counseling Inventory-Revised. Professional Psychology: Research and Practice, 22(5), 380-388. https://doi.org/10.1037/0735-7028.22.5.380
Laschober, T. C., Eby, L. T., & Kinkade, K. (2013) Mentoring support from clinical supervisors: mentor motives and associations with counselor work-to-nonwork conflict. Journal of Substance Abuse Treatment, 44, 186-192. http://doi.org/10.1016/j.jsat.2012.05.001
Lee, J.-Y., & Kim, S.-I. (2022). A Phenomenological Study on the Supervision Experience of the Novice Supervisor. Korean Association For Learner-Centered Curriculum And Instruction, 22(6), 669-684. https://doi.org/10.22251/jlcci.2022.22.6.669
Lee-Tauler, S.Y., Eun, J., Corbett, D. and Collins, P.Y. (2018). A systematic review of interventions to improve initiation of mental health care among racial-ethnic minority groups. Psychiatric Services, 69(6), 628-647. https://doi.org/10.1176/appi.ps.201700382.
Lenz, A. S., Sangganjanavanich, V. F., Balkin, R. S., Oliver, M., & Smith, R. L. (2012). Wellness model of supervision: A comparative analysis. Counselor Education and Supervision, 51(3), 207-221. https://doi.org/10.1002/j.1556-6978.2012.00015.x
Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling, 9, 151-173. https://doi.org/10.1207/S15328007SEM0902_1
Lonn, M. R., & Juhnke, G. (2017). Nondisclosure in Triadic Supervision: A Phenomenological Study of Counseling Students. Counselor Education & Supervision, 56, 82-97. https://doi.org/10.1002/ceas.12064
Luke, M., Ellis, M. V., & Bernard, J. M. (2011). School counselor supervisors’ perceptions of the discrimination model of supervision. Counselor Education & Supervision, 50, 328-343. https://doi.org/10.1002/j.1556-6978.2011.tb01919.x
Mahoney, M. J. (1991). Human change processes: The scientific foundations of psychotherapy. Basic Books.
Malone, C. M. (2010). Evaluating Multicultural Competence in School Psychology. Communique, 38(7), 15-16.
McCallum, C. M., & Wilson, A. (2017). Multicultural Competence in the Supervisory Relationship: An Inclusive Model. NYS Child Welfare/ Child Protective Services Training Institute, 13. http://digitalcommons.buffalostate.edu/cwcpstriaininginstitute/13
McKibben, W. B, Cook, R. M., & Fickling, M. (2019a). Feminist supervision and supervisee nondisclosure: the mediating role of the supervisory relationship. The Clinical Supervisor, 38, 38-57. https://doi.org/10.1080/07325223.2018.1509756
McKibben, W. B., Borders, L. D., & Wahesh, E. (2019b). Factors Influencing Supervisee Perceptions of Critical Feedback Validity. Counselor Education & Supervision, 58, 242-256. https://doi.org/10.1002/ceas.12155
McMahon, A., & Errity, D. (2014) From New Vistas to Life Lines: Psychologists’ Satisfaction with Supervision and Confidence in Supervising. Clinical Psychology and Psychotherapy, 21, 264-275. https://doi.org/10.1002/cpp.1835
McMahon, A., Jennings, C., & O'Brien, G. (2022). A naturalistic, observational study of the Seven-Eyed model of supervision. The Clinical Supervisor, 41(1), 47-69. https://doi.org/10.1080/07325223.2021.2022060
Meany-Walen, K. K., Davis-Gage, D., & Lindo, N. A. (2016). The Impact of Wellness‐Focused Supervision on Mental Health Counseling Practicum Students. Journal of Counseling and Development, 94, 464-472. https://doi.org/10.1002/jcad.12105
Merriman, J. E. (2011). Effects of a prevention-based training on compassion fatigue and compassion satisfaction with licensed professional counselor interns in Texas. Journal of Counseling & Development, 93, 370-379.
Milne, D. L., Sheikh, A. I., Pattison, S., & Wilkinson, A. (2011). Evidence-based training for clinical supervisors: A systematic review of 11 controlled studies. The Clinical Supervisor, 30, 53-71. https://doi.org/10.1080/07325223.2011.564955
Milne, D., & Dunkerley, C. (2010). Towards evidence-based clinical supervision: The development and evaluation of four CBT guidelines. The Cognitive Behaviour Therapist, 3, 43-57.
Minami, M. (2009). Role of Attitude in Multicultural Counselling Competency. World Cultural Psychiatry Research Review, 4(1), 39-46.
Mittal, M., & Wieling, E. (2006). Training experiences of international doctoral students in marriage and family therapy. Journal of Marital and Family Therapy, 32(3), 369-383. https://doi.org/10.1111/j.1752-0606.2006.tb01613.x
Moody, S., Kostohryz, K., & Vereen, L. (2014). Authentically Engaged Learning Through Live Supervision: A Phenomenological Study. Counselor Education & Supervision, 53, 19-33. https://doi.org/10.1002/j.1556-6978.2014.00046.x
Nasser, F., & Takahashi, T. (2003). The effect of using item parcels on ad hoc goodness-of-fit indexes in confirmatory factor analysis: An example using Sarason’s reactions to tests. Applied Measurement in Education, 16, 75-97. https://doi.org/10.1207/S15324818AME1601_4
Neimeyer, G. J., Fukuyama, M. A., Bingham, R. P., Hall, L. E., & Mussenden, M. E. (1986). Training cross-cultural counselors: A comparison of the pro-counselor and anti-counselor triad models. Journal of Counseling & Development, 64(7), 437-439. https://doi.org/10.1002/j.1556-6676.1986.tb01156.x
Nicoleta, L. (2015). Supervision in Career Counseling-theoretical framework and practical benefits. Procedia - Social and Behavioral Sciences, 180, 1094-1101. https://doi.org/10.1016/j.sbspro.2015.02.214
Nilsson, J. E., & Duan, C. (2007). Experiences of prejudice, role difficulties, and counseling self-efficacy among U.S. racial and ethnic minority supervisees working with White supervisors. Journal of Multicultural Counseling and Development, 35(4), 219-229. https://doi.org/10.1002/j.2161-1912.2007.tb00062.x
Nuttall, J., & Ortlipp, M. (2012). Practicum assessment of culturally and linguistically diverse early childhood pre-service teachers. European Early Childhood Education Research Journal, 20(1), 47-60. https://doi.org/10.1080/1350293X.2012.650011
Pakdaman, S., Shafranske, E., & Falender, C. (2015). Ethics in supervision: Consideration of the supervisory alliance and countertransference management of psychology doctoral students. Ethics & Behavior, 25(5), 427-441. https://doi.org/10.1080/10508422.2014.947415
Parcover, J. A., & Swanson, J. L. (2013). Career counselor training and supervision: Role of the supervisory working alliance. Journal of Employment Counseling, 50(4), 166-178. https://doi.org/10.1002/j.2161-1920.2013.00035.x
Park, E. H., Ha, G., Lee, S., Lee, Y. Y., & Lee, S. M. (2019). Relationship between the supervisory working alliance and outcomes: A meta‐analysis. Journal of Counseling & Development, 97(4), 437-446. https://doi.org/10.1002/jcad.12292
Patallo, B. J. (2019). The Multicultural Guidelines in Practice: Cultural Humility in Clinical Training and Supervision. Training and Education in Professional Psychology, 13(3), 227-232. http://doi.org/10.1037/tep0000253
Pedersen, P. B. (1977). The Triad Model of Cross-Cultural Counselor Training. The Personnel and Guidance Journal, 56(2), 94-100. http://doi.org/10.1002/j.2164-4918.1977.tb04491.x
Perera-Diltz, D. M., & Mason, K. L. (2012). A national survey of school counselor supervision practices: Administrative, clinical, peer, and technology mediated supervision. Journal of School Counseling, 10(4), 1-34.
Ponterotto, J. G., Gretchen, D., Utsey, S. O., Rieger, B. P., & Austin, R. (2002). A Revision of the Multicultural Counseling Awareness Scale. Journal of Multicultural Counseling and Development, 30, 153-180. https://doi.org/10.1002/j.2161-1912.2002.tb00489.x
Popejoy, E. K., Shoge, K., & Houin, C. (2020). Cultivating Multicultural Competency in Supervision Using an Identity Style Framework. The Journal of Counseling Research and Practice, 5(1), 16-28. https://doi.org/10.56702/UCKX8598/jcrp0501.2
Powell, B. J., Waltz, T. J., Chinman, M. J., Damschroder, L. J., Smith, J. L., Matthieu, M. M., Proctor, E. K., & Kirchner, J. E. (2015). A refined compilation of implementation strategies: Results from the Expert Recommendations for Implementing Change (ERIC) project. Implementation Science, 10(21), 1-14. https://doi.org/10.1186/s13012-015-0209-1
Priest, R. (1994). Minority supervisor and majority supervisee: Another perspective of clinical reality. Counselor Education and Supervision, 34, 152-158.
Proctor, S. L., & Rogers, M. R. (2013). Making the Invisible Visible: Understanding Social Processes Within Multicultural Internship Supervision. School Psychology Forum, 7(1), 1-12.
Prouty, A. (2001). Experiencing feminist family therapy supervision. Journal of Feminist Family Therapy, 12,171-203. https://doi.org/10.1300/I086vl2n04_01
Raheem, M., Myers, C. E., & Wickman, S. (2015). An investigation of ethnic identity development and comfort and competence of counselor educators in addressing multicultural issues. CLEARvox Journal, 3, 104-114.
Ramírez Stege, A. M., Chin, M. Y., & Graham, S. R. (2020). A critical postcolonial and resilience-based framework of supervision in action. Training and Education in Professional Psychology, 14(4), 316-323. https://doi.org/10.1037/tep0000276
Reid, L. M., & Dixon, A. L. (2012). The counseling supervision needs of international students in U.S. institutions of higher education: A culturally-sensitive supervision model for counselor educators. Journal for International Counselor Education, 4, 29-41.
Rice, N., & O'Donohue, W. (2002). Cultural sensitivity: A critical examination. New Ideas in Psychology, 20(1), 35-48. https://doi.org/10.1016/S0732-118X(01)00011-3
Rowell, P. C. (2009). The scripted prejudice-awareness narrative strategy: A clinical supervision process for promoting multicultural competence. Journal of Counseling Research and Practice, 1, 43-52.
Russell-Chapin, L. A., & Ivey, A. E. (2004).  Microcounselling Supervision: An Innovative Integrated Supervision Model. Canadian Journal of Counselling, 38(3), 165-176.
Sangganjanavanich, V. F., & Black, L. L. (2011). The initial development of the multicultural supervision scale. Journal of Professional Counseling: Practice, Theory, and Research, 38, 18-36. https://doi.org/10.1080/15566382.2011.12033869
Sangganjanavanich, V., Dang, Y., & Liang, X. (2019). The Validation of the Multicultural Supervision Scale. The Journal of Counselor Preparation and Supervision, 12(4). https://repository.wcsu.edu/jcps/vol12/iss4/8
Schroeder, M., Andrews, J. J. W., & Hindes, Y. L. (2009). Cross-Racial Supervision: Critical Issues in the Supervisory Relationship. Canadian Journal of Counselling, 43(3), 295-310.
Seto, A., Young, S., Becker, K. W., & Kiselica, M. S. (2006). Application of the Triad Training Model in a Multicultural Counseling Course. Counselor Education & Supervision, 45, 304-318. https://doi.org/10.1002/j.1556-6978.2006.tb00006.x
Singh, A., & Chun, K. Y. S. (2010). “From the margins to the center”: Moving towards a resilience-based model of supervision for queer people of color supervisors. Training and Education in Professional Psychology, 4(1), 36-46. https://doi.org/10.1037/a0017373
Smith, A. (2016). Effective Multicultural Supervision for a Culturally Diverse Country. Georgia School Counselors Association Journal, 23, 38-46.
Sodowsky, G. R., Taffe, R. C., Gutkin, T. B., & Wise, S. L. (1994). Development of the Multicultural Counseling Inventory: A self-report measure of multicultural competencies. Journal of Counseling Psychology, 41(2), 137-148. https://doi.org/10.1037/0022-0167.41.2.137
Southern, S. (2007). Countertransference and intersubjectivity: Golden opportunities in clinical supervision. Sexual Addictions & Compulsivity, 14, 279-302. https://doi.org/10.1080/10720160701480808.
Starr, F., Ciclitira, K., Marzano, L., Brunswick, N., & Costa, A. (2013). Comfort and challenge: A thematic analysis of female clinicians’ experiences of supervision. Psychology and Psychotherapy: Theory, Research and Practice, 86(3), 334-351. https://doi.org/10.1111/j.2044-8341.2012.02063.x
Stoltenberg, C. D., & McNeil, B. W. (2010). IDM Supervision: An Integrative Developmental Model for Supervising Counselors and Therapists (3rd Edition). Routledge
Sue, D. W., Carter R. T., Casas, J. M., Fouad, N. A., Ivey, A. E., Jensen, M., LaFromboise, T., Manese, J. E., Ponterotto, J. G., & Vazques-Nutall, E. (1998). Multicultural Counseling Competencies: Individual and Organizational Development. Sage.
Surbone, A. (2004). Cultural competence: Why? European Society for Medical Oncology, 15, 697-699. https://doi.org/10.1093/annonc/mdh194
Tomlinson-Clarke, S. (2013). Multicultural Counseling Competencies: Extending Multicultural Training Paradigms Toward Globalization. VISTAS Online. https://www.counseling.org/knowledge-center/vistas/by-subject2/vistas-multicultural-issues/docs/default-source/vistas/multicultural-counseling-competencies
Tomlinson-Clarke, S. M., & Clarke, D. (2010). Culturally-focused community-centered service learning: An international immersion experience. Journal of Multicultural Counseling and Development, 38, 166-175. https://doi.org/10.1002/j.2161-1912.2010.tb00124.x
Toporek, R. L., Ortega-Villalobos, L., & Pope-Davis, D. B. (2004). Critical incidents in multicultural supervision: Exploring supervisees’ and supervisors’ experiences. Journal of Multicultural Counseling and Development, 32(2), 66-83. https://doi.org/10.1002/j.2161-1912.2004.tb00362.x
Torres-Rivera, E., Phan, L. T., Maddux, C., Wilbur, M. P., & Garett, M. T. (2001). Process versus content: Integrating personal awareness and counseling skills to meet the multicultural challenge of the twenty-first century. Counselor Education and Supervision, 41(1), 28-40. https://doi.org/10.1002/j.1556-6978.2001.tb01266.x
Truell, R. (2001). The stresses of learning counseling: Six recent graduates comment on their personal experience of learning counseling and what can be done to reduce associated harm. Psychological Counselling Quarterly, 14, 67-89. https://doi.org/10.1080/09515070110059133
Vandament, M. L., Duan, C., & Li, S. (2022). Relationships among supervisee perceived supervisor cultural humility, working alliance, and supervisee self-efficacy among white supervisor and supervisee of color dyads. Training and Education in Professional Psychology, 16(3), 244-252. https://doi.org/10.1037/tep0000370
Walker, J.A., Ladany, N., & Patie-Carolan, L.M. (2007). Gender-related events in psychotherapy supervision: Female trainee perspectives. Counselling and Psychotherapy Research, 7, 12-18. https://doi.org/10.1080/14733140601140881
Watkins, C. E., & Hook, J. N. (2016). On a Culturally Humble Psychoanalytic Supervision Perspective: Creating the Cultural Third. Psychoanalytic Psychology, 33(3), 487-517. http://doi.org/10.1037/pap0000044
Watkins, C. E., & Scaturo, D. J. (2013). Toward an integrative, learning-based model of psychotherapy supervision: Supervisory alliance, educational interventions, and supervisee learning / relearning. Journal of Psychotherapy Integration, 23, 75-95. http://doi.org/10.1037/a0031330
Wheeler, S., & Richards, K. (2007). The impact of clinical supervision on counsellors and therapists, their practice and their clients: A systematic review of the literature. Counselling and Psychotherapy Research, 7, 54-65. https://doi.org/10.1080/14733140601185274
Whiting, J. B. (2007). Authors, artists and social constructionism: a case study of narrative supervision. The American Journal of Family Therapy, 35, 139-150. https://doi.org/10.1080/01926180600698434
Williams, L. J., & O'Boyle, E. H., Jr. (2008). Measurement models for linking latent variables and indicators: A review of human resource management research using parcels. Human Resource Management Review, 18(4), 233-242. https://doi.org/10.1016/j.hrmr.2008.07.002
Wind, S. A., Cook, R. M., & McKibben, W. B. (2020). Supervisees’ of differing genders and races perceptions of power in supervision. Counselling Psychology Quarterly, 34(1), 1-23. https://doi.org/10.1080/09515070.2020.1731791
Wong, L. C. J., Wong, P. T. P., & Ishiyama, F. I. (2013). What helps and what hinders in cross-cultural clinical supervision: A critical incident study. The Counseling Psychologist, 41(1), 66-85. https://doi.org/10.1177/0011000012442652
Wood, C., & Rayle, A. D. (2011). A Model of School Counseling Supervision: The Goals, Functions, Roles, and Systems Model. Counselor Education & Supervision, 45, 253-266. https://doi.org/10.1002/j.1556-6978.2006.tb00002.x
Yang, F.-H., Dobson, K., Li, X.-M., Hennebury, A., Gao, Y., Tang, X.-F., & Qi, L. (2018). Cross-Cultural Supervision in Cognitive-Behavioral Therapy: A Case Study. Cognitive and Behavioral Practice, 25, 351-360. https://doi.org/10.1016/j.cbpra.2017.12.004
Young, T. L., Lambie, G. W., Hutchinson, T., & Thurston-Dyer, J. (2011). The integration of reflectivity in developmental supervision: Implications for clinical supervisors. The Clinical Supervisor, 30, 1-18. https://doi.org/10.1080/07325223.2011.532019