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Answering the Call:�Program Readiness for Cross-Cultural Mentorship in Counselor Education and Supervision Programs

SACES 2022 Conference

Bridger Falkenstien, MS, NCC, LPC | Brian Paulson, LMHC, MA | Jody Vernam, MA, NCC, LPC | Nivischi Edwards, PhD., NCC, LPC, LMHC

Department of Behavioral Sciences

Doctoral Program Counselor Education and Supervision

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Presenters

Bridger Falkenstien

MS, NCC, LPC

Brian Paulson

MA, LMHC, MCAP

Jody Vernam

MA, NCC, LPC

*Presentation adapted from original research published in Teaching and Supervision in Counseling

Vernam, Jody; Paulson, Brian; Falkenstien, Bridger D.; Bohecker, Lynn; and Edwards, Nivischi (2022) "Determining Cross-Cultural Mentorship Readiness in Counselor Education and Supervision Programs," Teaching and Supervision in Counseling: Vol. 4 : Iss. 1 , Article 6. https://doi.org/10.7290/tsc04cw62

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Attendees will:

the need for cross-cultural mentorship within Counselor Education and Supervision Programs.

Learn

supportive factors necessary for successful cross-cultural mentorship within Counselor Education and Supervision Programs.

Evaluate

a proposed readiness evaluation model to help identify needed components for successful cross-cultural mentorship specific to their Counselor Education and Supervision Program.

Examine and Apply

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Overview

Need for Cross-Cultural Mentorship
Supportive Factors for Cross-Cultural Mentorship
Proposed Readiness Evaluation Model
Think, Pair, Share Application

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What is the need for cross-cultural mentorship within CES Programs?

Increasing diversity highlights the need for intentional mentorship in CES

Endorsed as needed by minoritized counselor educators

Counselor education values mentorship systemically

(CACREP, 2015; CSI, 1999; Casado Pérez & Carney, 2018; Kaplan & Gladding, 2011; Oller & Teeling, 2021)

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What is the need for cross-cultural mentorship within CES Programs?

Organizational readiness assessment tools exist outside the CES literature, such as education and healthcare

Current readiness evaluation assessments could be adapted for institutions of higher education or CES programs

(Ang et al., 2007; Camphinha-Bacote, 2008; McAlearney et al., 2021; Savolainen, 2013; Weiner, 2009)

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What are the requisite supportive factors for successful cross-cultural mentorship within CES Programs?

Learning Objective Two

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Supportive Factors

Diverse faculty and students across the institution and program levels
Diversity in leadership
Active engagement in cultural competency programming and training
Needs assessment for diverse faculty and students
Interdepartmental collaboration on cultural competency initiatives

(Brown 2004; D’Andrea et al., 1991; McCalman et al., 2007)

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Supportive Factors

Mentorship in desired competency areas for faculty and students: research, teaching, and wellness
Recruitment of effective mentors
Training in strengths-based mentoring approaches

(Atieno Okech et al., 2006; Boswell et al., 2015; Butler et al., 2013; Oller & Teeling, 2021; Waalkes et al., 2021 )

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Supportive Factors

Evaluation of mentor characteristics
Direct and honest communication between mentor and mentee
Process for mentor/mentee feedback
Vignettes and role-plays specific to cross-cultural mentoring relationships

(BellonHarn & Weinbaum, 2017; Borders et al., 2012; Henderson et al., 2016)

Jody

Effective mentors: adequate knowledge and skills, engage in ethical behavior, focus on the mentee’s development, communicate effectively, explore cultural differences between the mentor and the mentee, and have direct and honest conversations about expectations, including the mentor’s available time commitment (Borders et al., 2012)

Direct communication: expectations and available time

Feedback: mentee needs and mentor training needs

Vignettes (Henderson et al., 2016)

1 3.46 .94 “Guest Speaker” – Featuring students expressing a sense of marginalization after an ethnic minority guest speaker’s presentation.

2 3.33 .51 “International ‘Bring-your-daughter-to-work’ Day is everyday” – Featuring a class discussion after presentations on a multinational corporation’s responsibility to local community in South Africa.

3 3.04 .76 “Silence is not golden” – Featuring students reactions to a professor who unwittingly overlooked the needs of a student in a wheelchair.

4 2.72 .75 “The Protest” – Featuring students use/misuse of privilege that included talking over the contributions from ethnic minority students and one student who stuttered during a class discussion facilitated by a fellow student.

5 3.31 .40 “The Course Overhaul” – Featuring an instructor’s efforts to redesign course to accommodate the diverse learning styles of international students only to find that the class climate was adversely affecting by the bias of a Teaching Assistant. Note: No significant mean differences were obtained across vignettes, F(4,16) ¼ .385, p ¼ .420. Likert scale: 1 ¼ emerging competence to 5 ¼ excellent competence.

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Proposed readiness evaluation model to help identify needed components for successful cross-cultural mentorship specific to your CES Program

Learning Objective Three

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Cross-Cultural Mentorship in CES

Oller and Teeling (2021) called the field to incorporate cross-cultural mentorship within CES programs that gives support and and structure to the following:

(Chung et al., 2007; McAlearney et al., 2021; Savolanien, 2013)

The individual mentee and their mentor

The mentor and their mentor or advisor

The administrative support and leadership of the department

The funding and support of the program

The intentionality and authenticity of the university

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Scaffolded Support for Cross-Cultural Mentorship

Institution

Student

Evaluation

Development

Connection

Cross-Cultural Mentorship Program

(McAlearney et al., 2021; Ratts et al., 2016)

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Five-Component Framework

5) Institutional Evaluation

4) CES Program Evaluation

3) Mentor Evaluation

2) Plan for Continued Connection

1) Evaluation of Social Support and Effectiveness

(Bellon-Harn & Weinbaum, 2017; McAlearney et al., 2021; Ratts et al., 2016)

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Institutional Evaluation

(McAlearney et al., 2021; Singleton, 2014)

Evaluate

Conversate

Formal and Informal Assessments

Courageous Conversations

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�Institutional Evaluation: From Safe Space to Brave Space

"you should aim to be brave. Some of the most profound learning experiences

happen when we are teetering on the edge of our comfort zones…”

(Ashlee & Ashlee, 2015, p.19)

Safe Space

Risky Space

Brave Space

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CES Program Evaluation: Advocacy and Cultural Competency

Developing Awareness and Broaching

Building Psychological Safety

Understanding Cultural Socialization

Establishing Expectations

Building Bridges

Counselor Education Recruitment and Retention

(Oller & Teeling, 2021)

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CES Program Evaluation: Advocacy and Cultural Competency

(McAlearney et al., 2021; Singleton, 2014)

Evaluate

Conversate

Formal and Informal Assessments

Courageous Conversations

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CES Program Evaluation

Preconsideration

Consideration

Reflection

Identification

Implementation

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Mentor Evaluation for Recruiting and Feedback

Leaders in CES programs can use formal and informal assessment strategies at the individual level to identify and develop present and future mentors

Campinha-Bacote (2008) developed the Inventory for Assessing the Process of Cultural Competence in Mentoring (IAPCC-M) which has four levels:

Cultural Incompetence

Cultural Awareness

Cultural Competence

Cultural Proficiency

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Continued Connection and Social Support

Connection

Self Compassion

Admin Support

=

Buffers to Burnout

Increased Effectiveness

Student and Faculty Retention

(Boswell et al., 2015; Oller & Teeling, 2021; Solomon & Barden, 2016; Wyatt et al., 2019)

A program's practice of cross-cultural mentorship has been shown to be most effective when:

Each individual in the mentee-mentor-supervisor triad is considered

Each individual has explicit commitments made to the practice of cross-cultural and holistic mentorship

Each individual has ongoing development opportunities accessible to them from within the connections of the university or program

Social supports specific to mentoring may include help for CES students in the following areas:

Balancing their personal life

Academic responsibilities

Professional responsibilities

Relationship with mentees

Solomon & Barden (2016) developed a self-compassion framework for mentoring that is facilitative of this social support initiative

The self-compassion framework includes some of the following:

Discovering Self-Compassion through Dialogue

Recognizing the Critical Voice

Developing Self-Compassion Mantras

Self-Compassion Practices for Mentoring Inadequacies

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Application

Think, pair, share activity
Evaluate and prepare
You need the handout
All remaining slides supplement the handout

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Institutional Level

Example questions adapted for an institution from the ORCCS: Readiness to Address Disparities (RTAD) Items
I am aware of discussion at this institution about the issue of whether racial/ethnic minorities receive the same care as other patients.
In this institution, racial and ethnic minority faculty and staff receive the same treatment options as non-minority faculty and staff.
Differences in treatment provided to racial and ethnic minorities are a major problem in this institution.

(McAlearney et al., 2021)

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CES Program Level

Adequate knowledge and skills
Engage in ethical behavior
Focus on the mentee’s development
Communicate effectively
Competently explore cultural differences between the mentor and the mentee
Direct and honest conversations about expectations, including the mentor’s available time commitment

(Borders et al., 2012)

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Mentor Evaluation for Recruiting and Providing Feedback Level

Inventory for Assessing the Process of Cultural Competence in Mentoring (IAPCC-M, Campinha-Bacote, 2008)
Five Cultural Constructs

Desire, Awareness, Knowledge, Skill, Encounters

Four Competency Levels for the Faculty Mentor

Proficiency, Competence, Awareness, Incompetence

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Ongoing Evaluation of Social Support and Mentoring Effectiveness Level

Solomon and Barden (2016) provide examples for self-compassion focused activities for mentorship:

Using dialogue

Encourage exploration and honesty about our emotions
Externalize using “how would you help your friend through this?”

Critical Voice Assessments

Keep track of the inner critic by journaling
Soften the critical voice with self-compassion mantras

Self-Compassion Mantras

“May I be kind to myself in this moment of suffering”

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