Abstract
Professional preparation programs require trainees to participate in firsthand clinical training consisting of practica and internship field experiences. The seminal Multicultural Counseling Competencies and Multicultural Counseling and Social Justice Competencies have provided an important direction for trainees, clinicians, and supervisors to operate from as it relates to fostering and implementing multicultural knowledge, skills, awareness, and action into practice. However, literature has alluded to gaps in the application of these multicultural competencies as well as disability competencies within clinical settings. These authors will further expand upon such observations as it relates to supervision—particularly when supervising supervisees with disabilities. This chapter will explore clinical supervision best practices across allied mental health professions and will place focus on areas of improvement related to the application of multicultural counseling competencies and disability competencies to best meet the needs of supervisees with disabilities.
TopChapter Highlights
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A look at including disability within frameworks of multiculturalism and intersectionality—particularly within the realm of clinical supervision.
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An emphasis on disability as an integral and often missing component of multiculturalism and intersectionality.
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A focus on the importance of the integration and application of disability competencies within clinical supervision and will provide important considerations for supervising trainees with disabilities.
TopLearning Objectives
In this chapter, the reader will be able to:
1. Identify seminal multicultural counseling competencies and identify existing gaps in their clinical application.
2. Explain the importance of including disability as a component of intersectionality and multiculturalism.
3. Compare clinical supervision competencies and best practices across allied mental health disciplines and their integration of disability competencies.
4. Identify concerns in supervision based on experiences of trainees with disabilities.
5. Consider the application and implementation of ARCA Disability-Related Counseling Competencies when supervising trainees with disabilities.
TopIntroduction
In 2020, the Centers for Disease Control and Prevention reported that 61 million adults in the United States (U.S.), or 21% of the U.S. population, have a disability. Disability comprises a wide-ranging set of conditions that may include impairments, activity limitations, and participation restrictions in certain social and physical environments (World Health Organization, 2021a), and the number of people reporting disability status may be an underestimation of the true number of Americans living with chronic illnesses or disabilities. Even with this underestimation, persons with disabilities form the largest minority in the world with an estimated one billion individuals living with a disability across the globe (United Nations, n.d.). Considering the prevalence of disability, supervisors will likely encounter supervisees with disabilities during their career and therefore need to be mindful of their intrapersonal and interpersonal worldviews, beliefs, values, biases, and prejudices they may have toward this population (Bernard & Goodyear, 2014). Additionally, the prevalence of disability as the world’s largest minority group highlights the fact that supervising trainees with disabilities will be normative rather than an area of specialization.
Undoubtedly, there is a need for mental health professionals to offer culturally competent and responsive services to those seeking mental healthcare—particularly to clients of underrepresented identities who may represent any number of minority groups. The necessity to meet the needs of culturally diverse individuals continues to be a timely and relevant professional focus when considering the increasing rates of diversity within the United States—including, but not limited to race and ethnicity (Jensen et al., 2022), sexual orientation and gender identity (Powell, 2021), and immigration status (Budiman, 2020). This diversity also extends to a global scale with heightened rates of disability prevalence when compared to prior years (World Health Organization, 2021b).
Key Terms in this Chapter
Diversity: A range of variety and cultural differences, which, when referring to individuals and groups, may encompass ability status, age, gender identity, sexual orientation, race, ethnicity, nationality, religion, education, socioeconomic status, geographic location, and other factors of identity.
Competencies: A set of professional standards aimed at knowledge, skills, ability, and comportment, for which professionals are expected to strive. While competencies may never be completely attained, professionals are encouraged to aspire to work toward adhering to and abiding by said standards for continued growth and optimal service provision.
Intersectionality: A framework that recognizes the overlap of multiple social identities an individual may hold. These identities may contribute to one’s power and privilege or discrimination, marginalization, and oppression based on such facets of identity (e.g., race, ethnicity, language, sexual orientation, gender identity, age, disability, class status, education, religion, etc.).
Best Practices: A method, technique, or guideline that is deemed as being effective and optimal in its use, thus being deemed as a standard for others to adhere to and follow.
Multiculturalism: The recognition and understanding of racial, ethnic, and cultural differences within the larger society and dominant culture. Mental health professionals are encouraged and expected to foster such an understanding to support the mental health, advocacy, and social justice for impacted groups due to existing social and societal inequities. Multiculturalism strives for simultaneous equity and individuality across groups. This definition encompasses all minority cultures, including persons with disabilities.
Disability: A condition (e.g., physical, mental, cognitive, developmental) that may limit an individual’s ability to complete activities of daily living or participation in social, occupational, or recreational activities, for example. This may be as a result of the condition itself or societal barriers that are ableist in nature, which restrict the individual’s participation in such facets of daily life.
Professional Development: Learning opportunities that aim to advance one’s continued education, training, and knowledge of current practices and trends within their respective profession (particularly across allied mental health professions). Such opportunities may include conference attendance and participation in webinars or virtual educational offerings.
Ableism: Discrimination and prejudice—whether intentional or unintentional, against persons with disabilities. This may present, for example, in the form of micro or macroaggressions, inaccessible environments that favor able-bodied population, teaching styles, use of language, and the way in which one communicates with others.
Privilege: An advantage that an individual or collective group may hold, whether due to a positional standing or held identity that aligns with perceived social favorability (within the form of identities, this may include advantages or unspoken rights based on one’s ability status, race, sexual orientation, gender identity, religion, nationality, etc.).