Supervising the Sojourner: Multicultural Supervision of International Students

International students enrolled in counseling and psychology graduate programs in the United States constitute a heterogeneous culture-sharing group with unique supervision and training needs. Supervision has been credited as a vital means of support for international students in the development of clinical skills and competencies. Many traditional models of supervision are often utilized when working with international students without regard to the applicability or relevance of such models to this population. Using case vignettes based on true-to-life narratives of the experiences of international students, this article explores best practices for supervising international students in U.S.-based counseling psychology graduate programs. The multicultural supervision competencies model developed by Ancis and Ladany (2010) has been adopted and extended to provide a framework for engaging in the ethical and culturally sensitive supervision of international students. Public Significance Statement This article contributes to the existing research on the needs and experiences of international students in U.S.-based counseling and psychology graduate programs. By focusing specifically on the supervision needs of international counseling students, the article provides valuable information for the culturally sensitive supervision of international students. Such supervision is critical to the development of counseling skills efficacy and multicultural competencies.