The Lotus Clinical Supervision Model for Linguistically Marginalized International Trainees

Publication Title

Counseling Psychologist

Document Type

Article

Department or Program

Psychology

Publication Date

4-1-2025

Keywords

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

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.

Comments

Original version is available from the publisher at: http://doi.org/10.1177/00110000251325262

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