IJSP Number 2, 2020

16 Table 6 Common Supervisee Learning/Change Processes Opportunity for catharsis/sharing (e.g., about therapist development concerns) Anxiety, distress, and tension reduction Activation of self-observation Exposure and confrontation of learning problems (taking risks) Reflective self-examination and insight development Exploring internal frame of reference Defining a therapeutic style/therapist identity Acquisition and practice of new learning (skills and perspectives) Success and mastery of new knowledge and skills Corrective learning experiences (cognitive, affective, behavioural) Assimilation of problematic learning experiences (learning from mistakes) Mental rehearsal Ongoing therapy experience Sources : Watkins [1, p. 144]; [2, p. 26]; [8]. Supervisor roles. Fleming [71], over half a century ago, talked about three important roles of the supervisor (e.g., jug to mug: where supervisors pour from their jug of knowledge into the supervisee’s empty mug). Hess [43], [44], [72] also later gave voice to a number of such supervisor roles, as have Bernard [10], [24] and Holloway [25], [26]. Consistent with these earlier contributions, Table 7 (reading across the first six table entries) identifies some of the commonly- recognized roles in which supervisors engage, the ways in which we interact with our supervisees over the course of the supervisory hour. Although certain supervisory perspectives may emphasize certain roles over others (e.g., cognitive- behavioural supervisors primarily emphasizing the educator/teacher role), each role appears to have a place in all supervisions at some point. This table also includes (the other five entries) what could be thought of as those supervisor meta-roles that matter, those larger defining visions about the ways we wish to approach our supervisees and the supervision enterprise. For instance, we as supervisors all wish to serve as champions of our supervisees, to bear witness to their growth processes, and vitalize their educational experiences however we can. These meta-roles embody those well wishes. Table 7 Supervisor Roles Identified as Being Commonly Practiced Educator/Teacher Monitor/Manager/Case reviewer Coach Counsellor/Therapist Collegial peer Consultant Champion Guardian/Steward Witness Vitalizer Visionary Sources : Watkins [1, p. 146]; [2, p. 33].