Gómez Jennifer M
Wayne State University.
J Psychother Integr. 2020 Mar;30(1):60-66. doi: 10.1037/int0000154.
Supervision is a key part of training in clinical psychology. From my postdoctoral trainee perspective as a Black woman, I reflect on supervision in 1 of my predoctoral practicum at a community clinic where I worked with low-income women with trauma histories. With relational cultural therapy (e.g., Miller, 1976), my clinical supervision was in the feminist multicultural framework (Porter & Vasquez, 1997) and included the complexities of power in the supervisory relationship, openness, collaboration, and critical self-reflection (Arczynski & Morrow, 2017). Moreover, incorporating research perspectives (e.g., betrayal trauma theory, Freyd, 1996; cultural betrayal trauma theory, Gómez, 2018d; microaggressions, Sue, 2010) and cultural competency (Sue, 1978) created a rich learning environment. In this article, I detail 2 case studies to illustrate exchanges in supervision that positively impacted my professional development. In Case Study 1, my supervisor engendered identification of parallel processing through engaging in mutual empathy and relational reconnection regarding racial discrimination from a client. In Case Study 2, my supervisor used a collaborative approach in treatment planning for a Latina client who was in an abusive relationship. Based on these experiences, implications for supervisors include ongoing training in discrimination of diverse minorities and facilitating discussions in supervision about how trainees' and clients' respective societal statuses impact the therapeutic process (e.g., case conceptualizations, treatment planning). Implications for trainees include maintaining a processing journal, in which trainees reflect on their experiences including but not limited to cultural competency to be better prepared to discuss complex issues in supervision.
督导是临床心理学培训的关键部分。作为一名黑人女性博士后实习生，我反思了自己在一家社区诊所进行博士前实习时的督导经历，在那里我与有创伤史的低收入女性一起工作。运用关系文化疗法（例如，米勒，1976年），我的临床督导处于女性主义多元文化框架（波特和巴斯克斯，1997年）内，涵盖了督导关系中的权力复杂性、开放性、协作性和批判性自我反思（阿钦斯基和莫罗，2017年）。此外，纳入研究视角（例如，背叛创伤理论，弗雷德，1996年；文化背叛创伤理论，戈麦斯，2018年d；微侵犯，苏，2010年）和文化能力（苏，1978年）营造了丰富的学习环境。在本文中，我详细介绍两个案例研究，以说明对我的专业发展产生积极影响的督导交流。在案例研究1中，我的督导通过就一位客户遭受的种族歧视进行相互共情和关系重建，促使我识别并行处理。在案例研究2中，我的督导在为一位处于虐待关系中的拉丁裔客户制定治疗计划时采用了协作方法。基于这些经历，对督导的启示包括持续开展针对不同少数群体歧视问题的培训，并在督导中促进关于实习生和客户各自的社会地位如何影响治疗过程（例如，案例概念化、治疗计划）的讨论。对实习生的启示包括保持一本记录过程的日志，实习生在其中反思自己的经历，包括但不限于文化能力，以便更好地准备在督导中讨论复杂问题。
