Abstract
Aims: Regulatory competences for educational psychologists (EPs) state specifications of understanding and acknowledging diversity and transcultural working within practice. This article explores the experiences of four trainee educational psychologists (TEPs) after participating in a Transcultural Supervision activity with their placement supervisors, which aims to promote culturally responsive working.
Method: Supervisees’ views were gained through an online questionnaire and analysed using Thematic Analysis. The article explores the supervisee’s experience of the transcultural supervision activity and the impact of it on their cultural awareness and power dynamics within a supervisory relationship.
Findings: Four superordinate themes were interpreted in the study, including: engagement, thoughts and feelings, developing cultural awareness and reducing power differential. The paper explores these themes in further detail alongside the subordinate themes constructed, before highlighting implications for educational psychology and supervisory practice.
Limitations: Limitations of the research discussed including the sampling method, method of data collection used and the assumption made by the researcher that each participant has a similar understanding of the definitions of culture and power dynamics, limiting exploration of potentially contrasting discourses in practice.
Conclusions: Overall, the transcultural supervision activity was reported to be beneficial in improving cultural awareness by supervisees and was also perceived as being influential in supporting power dynamics within new supervisory relationships. This complements previous research exploring the views of supervisors and their experience of the transcultural activity and has potential for further use in EP professional training and practice.
Method: Supervisees’ views were gained through an online questionnaire and analysed using Thematic Analysis. The article explores the supervisee’s experience of the transcultural supervision activity and the impact of it on their cultural awareness and power dynamics within a supervisory relationship.
Findings: Four superordinate themes were interpreted in the study, including: engagement, thoughts and feelings, developing cultural awareness and reducing power differential. The paper explores these themes in further detail alongside the subordinate themes constructed, before highlighting implications for educational psychology and supervisory practice.
Limitations: Limitations of the research discussed including the sampling method, method of data collection used and the assumption made by the researcher that each participant has a similar understanding of the definitions of culture and power dynamics, limiting exploration of potentially contrasting discourses in practice.
Conclusions: Overall, the transcultural supervision activity was reported to be beneficial in improving cultural awareness by supervisees and was also perceived as being influential in supporting power dynamics within new supervisory relationships. This complements previous research exploring the views of supervisors and their experience of the transcultural activity and has potential for further use in EP professional training and practice.
| Original language | English |
|---|---|
| Pages (from-to) | 69-83 |
| Number of pages | 14 |
| Journal | Educational and Child Psychology |
| Volume | 40 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 22 Dec 2023 |