IJSP Number 2, 2020

17 Supervisor interventions. Table 8 identifies 13 common practices or interventions in which supervisors engage. But the first six interventions (reading across the table) seem to be those most readily recognized and unequivocally practiced across all supervisory perspectives (e.g., [22], [26], [48], [51]). Teaching, showing, asking, thinking together, wondering together, talking together are all reflected and on display. It is these very interventions that trans-theoretically breathe life into any and all supervisions from session to session [1], [2]. Although transference and countertransference may seem misplaced here, I propose that that is not the case. If those concepts are defined as the carryover of ill-fitting, problematic perceptions and ideas into the present supervision relationship, then all supervision approaches do indeed make space for such considerations (see Watkins [35], for examples). Thus, transference and countertransference examination can be viewed as a commonly-shared supervisory practice that transcends theoretical bounds (e.g., [73]). Table 8 Supervision Interventions Identified as Common Practices Case review/conceptualization Providing feedback Discussion Teaching/instruction Modelling Reflective questions Self-disclosure Advice/suggestions Learning needs assessment Progress/skill development evaluation Transference/countertransference analysis Utilization of parallel process Rupture identification/repair Sources : Watkins [1, p. 147]; [2, p. 26]; [3]; [8]. Supervisor listening/experiencing perspectives. Listening is pan-theoretically pivotal in all supervisions, but how exactly do supervisors listen? How is the activity of listening approached? Table 9 identifies and defines three supervisor listening perspectives — subject-centred or empathic, other-centred, and self perspective — that have trans-theoretical applicability. Although these forms of listening have been specifically articulated within a self psychology framework [74], [75], [76], their reach and relevance extend far beyond any single vision of supervision. Table 9 Common Supervisor Listening/Experiencing Perspectives Subject-centred (empathic) listening — effort made to “understand from within”, grasp the unique vantage point of the supervisee’s or client’s perspective. It involves asking and trying to answer the question: What is this person’s experiencing? What is he/she/they thinking and feeling now? What was he/she/they thinking and feeling earlier? Other-centred listening — effort made to understand as ‘an other’ in relationship with the supervisee or client. It involves asking and trying to answer the questions: What is it like to be in interaction with this person? What might others experience when interacting with him/her/them? Or what am I feeling now, as the other, in relating to this supervisee?