IJSP Number 2, 2020

25 c ) learning domain: affective domain invoked ; learning thrives in an environment of safety and trust; if we as supervisors are to best develop that safe space and cultivate connection, attending to the affective domain and affective learnings are sine qua non; and d) list of specific, Relationship-defining commonalities (e.g., bond development); the particular ways by which we contribute to making supervisory connection and relationship happen. If you look under the Reflection and Reorganization columns, you will similarly see their matching constituents — inspirational directive, superordinate objective, learning domains invoked, and specific commonalities —captured there. Table 12 provides a view into some of those most core supervision essentials that trans-theoretically contribute to therapist development. Psychotherapy supervision is fundamentally a transformative learning process, the psychotherapy supervisor fundamentally an agent of transformation, a freedom fighter, who works to anchor and emancipate beginning therapists in their struggle to demark and define a sense of therapist identity. In striving to make that happen, supervisors function as relational facilitators, reflective instigators, curiosity conveyors, mentalization maximizers, even reorganization radicalizers (i.e., we dare our supervisees to dream, to be convicted, that they can indeed become full-fledged, fully-functioning, autonomous, effective psychotherapists). As supervisors, we believe in the hope, promise, and possibility of supervision, in the hope, promise, and possibility of our supervisees to become [95]. And it appears that so much of how that supervisory promise and possibility are realized occurs through our acting on this ever-present, all-affecting, roundly robust, dependably dynamic common core of psychotherapy supervision essentials . REFERENCES [1] Watkins, C. E., Jr. (2017). Convergence in psychotherapy supervision: A common factors, common processes, common practices perspective. Journal of Psychotherapy Integration , 27 , 140–152. [2] Watkins, C. E., Jr. (2018). A unifying vision of psychotherapy supervision: Part III. Meta-values, meta-principles, and meta-roles of the Contextual Supervision Relationship Model. Journal of Unified Psychotherapy and Clinical Science, 5 , 23–40. [3] Watkins, C. E., Jr., & Scaturo, D. J. (2013). Toward an integrative, learning-based model of psychotherapy supervision: Supervisory alliance, educational interventions, and supervisee learning/relearning. Journal of Psychotherapy Integration, 23, 75–95. [4] Watkins, C. E., Jr. (2018). The supervision pyramid: A commonalities-based synthesis of intervention, relationship, and person/personhood. American Journal of Psychotherapy , 71 , 88–94. [5] Watkins, C. E., Jr. (2018). The Generic Model of Psychotherapy Supervision: An analogized research-informing meta-theory. Journal of Psychotherapy Integration , 28 , 521–536.