IJSP Number 1, 2019

7 PSYCHOTHERAPY SUPERVISION: THE EDUCATIONAL PRACTICE OF HOPE, PROMISE AND POSSIBILITY WATKINS C. Edward Jr. 1 1 Department of Psychology, University of North Texas, USA Email : watkinsc@unt.edu Abstract I subsequently (a) consider three mega-shifts in supervisory thinking — supervision as system, supervision as relation, and supervision as developmental process — that seemingly have affected all that supervision is and all that supervision will forever be, and (b) then identify ever crucial, mega-shift-consistent supervision essentials that are eminently and integrally trans-theoretical in nature. These mega-shifts and core supervision essentials, which I capture in a generic model of psychotherapy supervision, show what I view as supervision’s very best—its boundless hope, immense promise, and infinite possibility as an educational practice. Key words: generic model, supervision, hope, promise, possibility 1. PSYCHOTHERAPY SUPERVISION AS EDUCATIONAL PRACTICE OF HOPE, PROMISE AND POSSIBILITY The purpose of this material is to share with you some of my thoughts about psychotherapy supervision. And what an incredible educational creation that we do have in psychotherapy supervision! I hope to capture and convey some of what I indeed feel is the awe and wonder of supervision, its hope, promise, and possibility as an educational practice. I actually want to begin by first mentioning just a little bit of the conclusion. As one moves forward, I want to work my way toward this endpoint: Presenting to you what I will label as the Generic Model of Psychotherapy Supervision or GMPS — a trans-theoretical supervision perspective [1], (see Fig. 1). As we think about the many and varied supervision perspectives that are represented, and as we look at supervision through the respective lenses of those varied perspectives, perhaps this Generic Model might serve as a generic, organizing framework within which we could fit our varied visions of supervision. That at least would be