Mind the gap: Bridging training divides in neuropsychology with the Culturally Expressive and Responsive Supervision Model

Objective: Despite advancements in supervisory practices within formal and informal training environments, learners continue to report instances of harmful supervision. The current paper builds on the Culturally Expressive and Responsive (CER) Supervision Model and demonstrates its application to contemporary neuropsychological practice and training. Method: Placing identity development and culturally informed practice at its center, the CER Supervision Model offers supervisors and learners a framework for addressing current training challenges in neuropsychology. Results: Key topics explored include cultivating a self-reflective practice for both supervisors and trainees, emphasizing identity development as a critical aspect of professional development, and building an educational alliance in supervision. The current paper outlines practical steps for enhancing supervisory practices, including mindful integration of supervision philosophy and practice, and ongoing supervisor skill development. Conclusions: By addressing these critical areas, the CER Supervision Model in neuropsychology aims to foster a tailored, more effective, culturally responsive, and ethically sound bidirectional training environment.