The Lotus Clinical Supervision Model for Linguistically Marginalized International Trainees

Abstract

Despite the growing number of international trainees in mental health professions and their contribution to the professions, evidence-based clinical supervision models have not been developed for this population. This study aimed to create a social-justice-oriented clinical supervision model that focuses on linguistically marginalized international (LMI) trainees. Using constructivist grounded theory, we interviewed ten clinical supervisors nominated by LMI trainees based on the trainee’s perception of the supervision as transformative. We developed the Lotus Clinical Supervision Model, which centers the core message of being seen with four sets of complementary themes using a lotus flower imagery: (a) Humanizing LMI trainees while being culturally and structurally responsive; (b) Balancing a not-knowing stance and a knowing stance; (c) Cultivating a dual focus on strengths and growth; and (d) Incorporating trauma-informed and relational approaches while remaining action and advocacy-focused. We discussed implications for practice, training, advocacy, and directions for future research.

Keywords

multicultural clinical supervision international student strength-based English as a second language cultural competence

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