The Professional Counselor | Volume 13, Issue 2 158 counselor educators and supervisors have an opportunity to support such disclosure in a way that validates the CIT’s experience and encourages future disclosures (Cook et al., 2019). Jones et al. (2019) provided situational examples and related response prompts to guide counselor educators and supervisors on ways to broach cultural differences with their supervisees at the beginning of the supervisory relationship and appropriately attend to cultural issues throughout the relationship. Further, as multicultural competence is positively correlated to a stronger supervisory relationship from the supervisees’ perspective (Fickling et al., 2019), supervisors who work to incorporate the MSJCC framework into their supervision will benefit in their supervisory relationships, hopefully leading to increased disclosure of experienced microaggressions, and provision of appropriate support in navigating the CIT–client relationship. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Boddy, C. R. (2016). Sample size for qualitative research. Qualitative Market Research, 19(4), 426–432. https://doi.org/10.1108/QMR-06-2016-0053 Branco, S. F., & Bayne, H. B. (2020). Carrying the burden: Counselors of color’s experiences of microaggressions in counseling. Journal of Counseling & Development, 98(3), 272–282. https://doi.org/10.1002/jcad.12322 Chan, C. D., Cor, D. N., & Band, M. P. (2018). Privilege and oppression in counselor education: An intersectionality framework. Journal of Multicultural Counseling and Development, 46(1), 58–73. https://doi.org/10.1002/jmcd.12092 Constantine, M. G. (2007). Racial microaggressions against African American clients in cross-racial counseling relationships. Journal of Counseling Psychology, 54(1), 1–16. https://doi.org/10.1037/0022-0167.54.1.1 Cook, R. M., Jones, C. T., & Welfare, L. E. (2020). Supervisor cultural humility predicts intentional nondisclosure by post-master’s counselors. Counselor Education and Supervision, 59(2), 160–167. https://doi.org/10.1002/ceas.12173 Cook, R. M., & Welfare, L. E. (2018). Examining predictors of counselor-in-training intentional nondisclosure. Counselor Education and Supervision, 57(3), 211–226. http://doi.org/10.1002/ceas.12111 Cook, R. M., Welfare, L. E., & Sharma, J. (2019). Exploring supervisees’ in-session experiences of utilizing intentional nondisclosure. The Clinical Supervisor, 38(2), 202–221. https://doi.org/10.1080/07325223.2019.1608344 Crawford, E. P. (2011). Stigma, racial microaggressions, and acculturation strategies as predictors of likelihood to seek counseling among Black college students. SHAREOK Repository. https://shareok.org/handle/11244/7357 Day-Vines, N. L., Wood, S. M., Grothaus, T., Craigen, L., Holman, A., Dotson-Blake, K., & Douglass, M. J. (2007). Broaching the subjects of race, ethnicity, and culture during the counseling process. Journal of Counseling & Development, 85(4), 401–409. https://doi.org/10.1002/j.1556-6678.2007.tb00608.x Fickling, M. J., Tangen, J. L., Graden, M. W., & Grays, D. (2019). Multicultural and social justice competence in clinical supervision. Counselor Education and Supervision, 58(4), 309–316. https://doi.org/10.1002/ceas.12159 Haskins, N. H., Phelps, R. E., & Crowell, C. (2015). Critically examining Black students’ preparation to counsel White clients. The Journal of Counselor Preparation and Supervision, 7(3). https://digitalcommons.sacredheart. edu/cgi/viewcontent.cgi?article=1077&context=jcps Haskins, N. H., & Singh, A. (2015). Critical race theory and counselor education pedagogy: Creating equitable training. Counselor Education and Supervision, 54(4), 288–301. https://doi.org/10.1002/ceas.12027
RkJQdWJsaXNoZXIy NDU5MTM1