IJSP Number 2, 2020

20 Across all models, three transcendent variables — r elationship, interventions, and learning/re-learning — repeatedly emerge, are defining and, ideally, have impact on both therapist development and client development . Whatever the supervisory model, those broad-band commonalities provide the organizing frame within which any more specific supervision commonalities are located. Those commonalities and the identical flow of supervisory action are captured in Table 11 (moving from left to right) and Figures 1 (from bottom to top), 2 (from top to bottom), and 3 (from left to right). Although each of the four models is unique, they all speak with one voice. Table 11 Tripartite, Learning-Based Conceptualization of Psychotherapy Supervision Alliance Building and Maintenance Educational Interventions Learning/Relearning Secure base/facilitating environment Case conceptualization Behavioural practice Empathy, genuineness, positive regard Stimulus questions Mental practice Remoralization Feedback Corrective behavioural experiences Alliance rupture/repair processes Modelling Supervisee readiness/preparation Stimulus control Corrective affective experiences Corrective cognitive experiences Source . Watkins & Scaturo [3, p. 79.] Figure 1. The Supervision Pyramid, from Watkins [4, p. 89]. Adapted with permission of American Psychiatric Association Publishing. Adapted originally from Fife, Whiting, Bradford, & Davis [86].