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Alusine M. Kanu, D.A.

?There are many multicultural issues, concerns, and challenges in supervising the multicultural. This article identifies theoretical orientations with discussions of the supervisory model, teaching styles and ethics that accommodate multiculturally diverse clients, supervisees and students. When the client is a minority group member and sometimes when either the supervisor or the supervisee is a minority person, supervisors need to recognize the relevance of addressing cultural concerns. All counseling detriot tigers caps and supervision contacts have cultural, racial and ethnic aspects which shape core assumptions, attitudes, and values of the persons involved and which may enhance or impede counselor effectiveness.

?A number of supervision techniques have been proposed to ensure that the cultural dimension is addressed. Bernard and Goodyear (1992) Planned discussion detriot tigers caps of culture and the culture of counseling, exploration of supervisee and supervisor cultural backgrounds, modeling by the supervisor, inclusion of cultural considerations on all intake, case management, and other written supervision reports, and experiential exercises are methods that can be used in individual and group supervision. Sue (1992) recommends that all supervisors work with supervisees from racial ethnic groups other than their own and receive supervision for multicultural supervision.

Conceptualizing clients from a multicultural perspective means that counselors are (a) aware of and can integrate the impact of various cultural factors on clients presenting issues and (b) able to articulate an appropriate treatment plan for working with clients based on knowledge (Constantine and Ladny, 2001). In particular, counselors' theoretical orientation may impact the ways in which they make sense of issues affecting culturally diverse individuals. Counseling theoretical orientations that have been presented include psychodynamic, humanistic, and cognitive-behavioral theories. Eclectic counseling approaches have been increasingly popular because they utilize a primary theoretical orientation, but may borrow techniques from other theoretical orientations based on their proven efficacy (Lazarus and Beutler, 1993).

Creating a transformative curriculum includes designing a learning community that is reflective of a multicultural society and individual differences among citizens. Educators need to respond to the needs of various groups as well as to individual students. Classrooms are cultural communities that are reflective of perspectives studied, the students, and the professor. Successful learning requires an intercultural approach. Students can understand that learning is about the generation, mutual reflection, and critiquing and expanding ideas and concepts. Students can learn that there are patterns of detriot tigers caps values, speech preferences and behaviors associated with different cultures. This helps student's break down cultural stereotypes.