| The increasing linguistic and cultural diversity in the United States has created a pressing
need for Spanish-English bilingual (SEB) counselors and supervisors. However, bilingual
supervisees often report feeling underprepared due to a lack of formal training, supervision, and
resources (Acevedo-Weatherholtz et al., 2023; Alvarado et al., 2019; Trepal et al., 2014). Despite
growing recognition of bilingual counseling, literature on bilingual supervision remains scarce
(Acevedo-Weatherholtz et al., 2023; Delgado-Romero et al., 2021; Gonzalez et al., 2015; Pope et
al., 2021). Following Charmaz’s (2014) constructivist grounded theory procedures, this study
explores the research question: What is the process of bilingual supervision?
The proposed The Reclamation, Advocacy, Integration, Cultural Praxis, Evolution,
Systems (R.A.I.C.E.S.) framework illustrates a cyclical and interconnected relationship between
the four emerging categories: (1) cultural identity and personal mission, (2) professional
evolution and knowledge building, (3) cultural supervision praxis, and (4) systemic barriers and
challenges. These categories are unified by an overarching process of cultural acceptance,
integration, and application within SEB supervision. This emerging theory contributes to the
limited literature on SEB supervision and provides implications for counselor education,
training, and policy reform to better support bilingual supervisors and supervisees.
Keywords: bilingual supervision, counseling supervision, Spanish-English, language,
culture |