IJSP Number 2, 2020

13 Table 2 Twenty-Five Core Psychotherapy Supervision Principles Supervisor Attitude/Approach 1. Where supervision is granted supreme value, supervisors are best positioned to advantage and advance any and all facets of supervision; 2. Where supervisors are faithful to the project of supervisor development, they are increasingly apt to engage in informing, equipping supervisor development efforts; 3. A secure attachment pattern in the supervisor appears to facilitate the supervision process; Supervisee Attitude/Approach 4. Supervisees with a high level of educationally interfering behaviours (e.g., defensiveness), compared with supervisees where that is not the case, are more likely to be hampered in fully investing in and deriving benefit from supervision; 5. Supervision outcome is likely enhanced when the supervisee actively embraces and engages in the supervision process; 6. Supervisee expectations, their fulfilment or lack of fulfilment, can be expected to play a key role in the favourable or unfavourable unfolding of the supervision experience; Supervision Process/Outcome 7. Supervision process and outcome are likely enhanced when guided by a developmentally-informed perspective; 8. Supervision is likely to be most beneficial when supervisor and supervisee expectations are made transparent and used to inform the evolving supervisory process; 9. The most effective supervisions are likely to be those that do not induce supervisee resistance; 10. Supervision outcome is likely enhanced if pertinent intrapersonal aspects of the supervisee’s functioning related to clinical problems are addressed in supervision; 11. Supervision outcome is likely enhanced if supervisee interpersonal issues related to clinical problems are addressed in supervision; Supervision Relationship/Intervention 12. Supervisee learning is increasingly apt to be galvanized when supervisors create a forever enabling and empowering learning space; 13. Supervisee growth and self-exploration are likely best facilitated when guided by a supervisor ethos of developmental responsiveness (i.e., tailoring to match supervisee learning needs); 14. Positive change is likely enhanced if supervisors engage in forethought, planning, and reflection about how to best promote supervisee learning and a positive supervision experience; 15. To make supervisee engagement more likely, stimulate favourable supervision expectations; 16. Where supervisors relate to supervisees in an empathic way, adopt an attitude of acceptance and respect, and demonstrate open-mindedness, flexibility, and patience, then alliance development and establishment are likely facilitated and rendered increasingly realizable; 17. Where a strong, collaborative supervisor-supervisee working alliance is established and maintained, supervision process and outcome are apt to be increasingly favourably impacted;