Page 25 - CCAA-2020- Journal_Neat

Counselling Connections Across Australia

This essay will describe and reflect on mimic or fit this indigenisation process. supervisees through regular, effective
how the author is delivering supervision communication and explanation.
to a group of social workers and As this supervision relationship
therapists in The Peoples Republic of develops, one must consider the From a cultural perspective, as this
China (China). This supervision practice difference in culture and cultural supervision relationship develops, the
is shaped by the cultural context of expectations between the parties. author must embrace the Chinese
this group of generally inexperienced This will involve the application of the traditional culture of ‘Qing’, (Qing refers
practitioners. The author researched supervisor’s professional ethical codes to the relationship between people
additional articles that address the socio- whilst also considering any potential and the relationship existing in daily
political context for providing a culturally ethical dilemmas arising from this life, a concept that developed during
appropriate model of external clinical anticipated clash of cultural work the Qing dynasty), ‘Yuan,’ or respectful
supervision to this group. practices. Supervisors need to manage listening and Face. (Yuen Han Mo & Tsui
the dual tensions of monitoring safe 2016). The sociological phenomena
practice (gatekeeping role), while also of ‘Face’ exists in every human society.
ChINA CONTExT developing the supervisee’s competence. Face is the way we present ourselves
Third, managing concepts of power to others, it determines how we are
Social work (SW) is still a new and and authority (safe use of power) as judged and how we want to be perceived
emerging enterprise in China given SW, discussed in the literature see Beddoe by others. It is not easy for workers in
social welfare and mental health has (2012) Northhouse (2017). China has China to vent their feelings or express
had a stop start history there. Social high power distance combined with themselves rather they use harmony
work education began in the 1920s but traditional values, that is, everyone has seeking behaviour. Supervisees have
came to an abrupt halt (together with the a rightful place, so concern for ‘others’ tended to be submissive they are afraid
other social science disciplines such as expectations is high. A question to of doing or saying something wrong.
sociology and psychology) in 1952 after consider is this, “is the supervision The challenge here is ensuring this
the Chinese Communist Party came to model being developed and the developing a model builds trust and
power (Sim & Lau 2017). These authors supervisory behaviour respectful and embraces the supervisees learning
report that the end of the communes empowering rather than conforming goals and needs. The supervisor must
and state owned enterprises was also to or clashing with the organisational negotiate the traditional cultural values
the end of social welfare in China, since hierarchy of authority? and unstated expectations of the
according to the state, socialist society supervisees as well as negotiating the
did not have social problems therefore A qualitative study of external hierarchical supervision relationship they
there was no need to develop programs supervision in Shenzhen by a group of expect. The author must ensure that
to aid the welfare of its citizens. SW Hong Kong based supervisors study she does not make unrealistic demands
training and development was reinstated outlines distinctive features that make on the supervisee’s and allow time for
in 1987 with the development of supervision a success in China (Yuen Han explanation and discussion.
China’s open-door policy. Currently the Mo& Tsui 2016). This model suggests
limited range of SW training remains the effectiveness of supervision depends Other issues to consider are the specific
predominantly academic rather than on the interaction and dynamics of the training and theoretical knowledge and
a ‘professional program’. Social work agency, the supervisor, the supervisee, experience of each member. Whether
educators are reported to have little and the client. The Hong Kong they have a conceptual understanding
practical knowledge and field work supervisors encountered the same of supervision and indeed are we all on
experience due to a lack of professionally cultural difficulties experienced by the the same page when we are discussing
trained social work educators (Hutchings author, in that their cultural orientation counselling models and service delivery
& Taylor 2007). differed from that of their supervisees. to clients? Second from the clients’
They found for instance, the Chinese are perspective, SW is reported to be a
Given that SW and counselling in China used to a hierarchical leadership model, foreign concept since it originated in a
is an evolving practice defined by their following instructions from immediate western context that has different social,
cultural context, it follows that any bosses rather than necessarily religious, and economic context (Bai
counselling or SW models will develop completing the tasks suggested by 2014). Supervising from a western world
their own characteristically Chinese supervisors. Interestingly these authors view, may obstruct rather than facilitate
features. Hutchings and Taylor (2007) report their respondents seldom used or SW or counselling progress in China.
refer to a concept of ‘Indigenisation’, this recognise the word ‘power’ or ‘authority’ The author’s challenge is to develop
is the process of relating social work in their interviews instead referring to the intercultural competence in dealing with
function and education to the cultural, Chinese culture of ‘respect’ and ‘trust’ or cultural differences and mitigate barriers
economic, political, and social realities Guanxi. Guanxi’ refers to the relationship embedded in teaching and learning in
of a country. Cultural sensitivity is never and relational bonds between social this different cultural, political, and social
easy as a supervisor cannot ignore workers and their mangers (Yuen Han context.
the cultural bias, he or she inherited Mo 2016).
in interpreting an external world. These supervises are like trainees they
supervisors should have two kinds of From this author’s western perspective expect to develop theoretical knowledge
awareness: (a) supervisors need to one role of an external supervisor is while also developing counselling skills.
know the unique aspects of their own to devote his/her efforts to enhancing Their stated goals are developmental;
country and culture and (b) to be aware professional development of the they wish to learn to ‘help’ their clients
of the similarities of their native culture supervisees rather than focusing on ‘get better’, to “work with clients more
to the cultures of other countries. To be organisational concerns. The author’s efficiently”. After exploring the meaning
successful, this authors’ implementation plan is to build a respectful consultative of ‘efficient’ with the supervisee the
of a supervision model will need to relationship with agencies as well as author suspects he meant competently.

25
Edition 12 November 2020