Contemplative Clinical Supervision: Secularized Lectio Divina to Cultivate Multicultural Awareness

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Abstract

Research has shown that when educators present information creatively, it strongly influences the connection to the material. Contemplative practices offer a creative method to incorporate multicultural training into clinical supervision through transformative learning experiences. This study explores the impact of a contemplative learning tool, Lectio Divina, on students’ level of multicultural competence in a clinical supervision course (n = 21). A mixed method design was implemented to capture pre and posttest scores using the Multicultural Counseling Inventory (MCI) by measuring students’ multicultural competence. Qualitative data captured counseling students’ experiences during each step of the Lectio Divina intervention to catalog students’ insights and to gather a deeper perspective of the contemplative technique. Quantitative analysis revealed an increase in counseling students’ multicultural awareness. Themes that emerged from the qualitative data were challenging assumptions and biases, judgement and lack of empathy, challenging and suspending judgement, and the power of empathy. Together, findings demonstrate the value of transformative learning applied to clinical supervision, delivered through the contemplative practice of Lectio Divina to foster counselor introspection and increase multicultural awareness.

Author Biographies

Julie Quigley, Xavier University

Dr. Quigley is an Assistant Professor at Xavier University, holds a private practice, and provides supervision and consultation. She has fourteen years of professional experience in counseling, teaching, and presenting knowledge in person, hybrid, and virtual platforms nationally and internationally. She is a National Certified Counselor (NCC), an Approved Clinical Supervisor (ACS), and holds Indiana and Ohio Mental Health and School Counseling licenses. She has counseled in rural and urban schools, higher education, private practice, and community mental health. She was awarded Mental Health Counselor of the Year 2022 by the Indiana Counseling Association. She has advocated on the Association of Counseling Adolescents and Children (ACAC) board as the Mental Health Trustee and served on the Indiana Counseling Association Nomination Committee. Her research interests include suicide prevention and school training, contemplative supervision techniques, and interprofessional education.

Christie Nelson, Bradley University

Dr. Nelson is an Assistant Professor at Bradley University. She earned her Ph.D. in Counselor Education and Supervision from the University of North Carolina at Charlotte. Her clinical experience includes counseling, supervision, and case management in the areas of mental health, addictions, and developmental disabilities in hospital, outpatient, residential, and community settings.

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Published

2024-03-05

Issue

Vol. 10 No. 2 (2023)

Section

Research Articles

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Copyright (c) 2024 Julie Quigley, Christie Nelson

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