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Thank you for coming by! We are currently in the process of adding content, so at the moment there is not a whole lot here. But you can check out Lilian's Bio, and use the contact form to get in touch with her. Thanks for your interest. |
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Paul T. P. Wong & Lilian C. J. Wong Introduction All the evidence on effective psychotherapy has confirmed that relationship heals regardless of what therapeutic approach is employed (Duncan, Miller, Wampold & Hubbel, 2009). However, from a humanistic-existential framework, relationship goes beyond building rapport and therapeutic alliance; the curative effect of relationship can only be fully understood in terms of Rogers’s (1951) preconditions for effective therapy: empathy, genuineness, and unconditional positive regard as personal qualities of the therapist. These preconditions create a positive and safe environment in which clients are free to share their deepest fears as well as explore risky new options. |
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Lilian C. J. Wong, Ph.D. Multicultural competency in group supervision poses greater challenges than in individual supervision, because of the additional considerations of intra-group dynamics and cultural sensitivity between group members. For example, a supervisor’s critique of an ethnic minority supervisee might be more injurious to that student whose culture is more concerned about shame and saving face than the Western culture. Furthermore, any member in a supervision group may unintentionally harm a minority student by making offensive statements because of a lack of multicultural competence. Research on Multicultural Competencies in group supervision remains very scanty. In Wong’s (2000) study of visible minority students, students reported anxiety about being a minority, feeling unsafe in group supervision, and experiencing unease in self-disclosure. One main hindering factor is the lack of Multicultural competencies on the part of the supervisors and the insensitivity of the group members. |
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