Abstract
Multicultural supervision is defined as a supervisory relationship in which the su- pervisor and supervisee are of different cultural backgrounds and/or the discussion of mul- ticultural issues in supervision. Attention to cultural issues in supervision is associated with positive supervisory relationships and trainees’ development in culturally competent prac- tices. This study investigated school psychologists’ training and professional development in supervision and multicultural school psychology as preparation to engage in multicultural supervision. Forty-two school psychologists with experience supervising practicum students or interns of a race/ethnicity other than their own completed a questionnaire that surveyed the following: (a) their training and professional development in supervision, (b) their train- ing and professional development in multicultural school psychology, (c) their knowledge of supervision theory and practice, and (d) their knowledge and use of multicultural supervi- sion techniques. Participants reported receiving little training and ongoing professional de- velopment in supervision; however, almost all of the participants had some training in mul- ticultural school psychology. Findings and implications for training programs are discussed.
