IJSP Number 2, 2020

12 Abiding fidelity – involves being studiously loyal and faithful, having full and complete commitment, to supervision and one’s supervisory development; reflected by supervisors taking matters of good practice and best practices ever so seriously, routinely challenging themselves via educational opportunities, and regarding being a supervisor as a lifelong learning process. Defining message: I as supervisor am forever faithful to supervision and its practice. Relational privilege – involves granting supreme supervisory privilege and esteem, regarding as a sacred trust, the supervisor-supervisee relationship; relationship seen as the quintessential medium, mediator, and message, contributing mightily to supervision success or lack thereof. Defining message: I as supervisor preeminently value our supervisor-supervisee relationship as supervision’s foundation. Accommodative attunement – involves holding on high the customization or tailoring of supervision to best match supervisees’ learning needs; a valuing of evolving change and matching movement, accommodating to navigate and tailoring to fit; as supervisees’ learning needs shift, supervisors responsively shift the supervisory situation. Defining message: I as supervisor forever follow and have as my guide your learning needs. Developmental ascendancy – involves holding supervisee development as sacrosanct and granting it prized and privileged status; supervision at its core is about maximization of supervisee learning, stimulation of supervisee growth; supervisee development as value is of teleological import, endemic to supervision, an internationally embraced construct that touches every facet of the supervisory encounter. Defining message: I as supervisor will do all I can to forever foster your therapist development. Sources : Taken/adapted from Watkins [2, pp. 31–32]; Watkins et al. [56, pp. 5–9]. Core supervision principles. Principles have gained considerable traction in psychotherapy as trans-theoretically-informing, practice-inspiring, educationally essential “If…, then…” statements of guidance [57], [58]. It is no different for psychotherapy supervision: Supervisors can readily benefit from being informed by and guided by supervisory principles [2, p. 37]. A supervision principle refers to “a general statement that identifies the conditions by which supervision change occurs…, frame-able in an “if…, then…”format and reflecting a concentrated truth of sorts…” [37, p. 166)]. Such principles can be of value by providing instructive, cross-perspective supervision intervention guidance. Table 2 identifies 25 such principles, which primarily give focus to the supervision relationship, intervention, and process/outcome considerations. These proposed principles — placed into rough groupings —have received some degree of support, by means of either expert opinion, empirical study, or some combination of the two. Although supervision principles lack the evidence-based backing of the therapeutic change principles [58] and must be viewed more tentatively, they still provide reasoned and reasonable guidance that can be informative for supervisory conceptualization and conduct. I contend that, as with supervision’s core values, these principles are trans-theoretically salient.