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The authors apply the Multicultural and Social Justice Counseling Competencies (Ratts, Singh, Nassar‐McMillan, Butler, & McCullough, 2015) model to clinical supervision, highlighting ways for supervisors to intentionally integrate multicultural and social justice practices into the supervision enterprise. They offer specific implications for supervision practice, including a focus on broaching strategies. [ABSTRACT FROM AUTHOR]

The authors conducted a content analysis of supervisors' ( n = 10) and supervisees' ( n = 31) descriptions ( n = 707) of most and least helpful significant events in individual, group, and triadic supervision across 1 semester. Categories by group for each modality and areas of agreement and disagreement are highlighted. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore our development as new supervisors learning to apply feminist supervision principles. Autoethnography was used to analyze author histories and learning processes over the course of one academic semester. Using personal narratives and critical reflections, we investigated our work of supervising beginning-level supervisees from a feminist perspective, and embodying our developing feminist supervisor skills and identities. Our inquiry was informed by our encounters with supervisees, supervisors, and each other. Basic definitions of supervision and feminist supervision frame the study, and results are shared in light of current research and theory. [ABSTRACT FROM AUTHOR]