IJSP Number 2, 2020

7 THE COMMON CORE OF PSYCHOTHERAPY SUPERVISION ESSENTIALS: A TRANS-THEORETICAL ELABORATION WATKINS C. Edward Jr. 1 1 Department of Psychology, University of North Texas, USA Email : watkinsc@unt.edu Abstract I earlier proposed common factors, common processes, common practices supervision perspective, identifying a number of cross-cutting, trans-theoretically applicable, practice-defining supervision commonalities. In what follows, I update that earlier proposal, detailing ways in which the perspective has since evolved. Ten different areas of supervision commonality are identified and elaborated upon: Values, principles, supervisee characteristics, supervisor characteristics, supervisor-supervisee combined relational contributions, supervisee learning/change processes, supervisor roles, supervision interventions, supervisor listening/experiencing perspectives, and pan-theoretical markers of supervision concern. A foundational tenet for this perspective remains: All psychotherapy supervision approaches are guided by a nomological network of binding commonalities that enlivens and directs supervisory action. That binding, trans-theoretical nomological network is reflected across these 10 areas of supervision commonality, what we might think of as the common core of psychotherapy supervision essentials . I frame this common core as being embedded within an educational model of supervisory action that respectively accentuates at least one critical change condition, one critical change process, and one critical change mechanism: Relationship → Reflection → Reorganization. Key words: supervision, psychotherapy, common factors, processes, practices PREAMBLE What follows is a three-part paper. Part I provides an elaboration and extension of the common factors, common processes, common practices supervision perspective [1], [2]. Part II brings together conceptually consistent material from four sources - an educationally-informed, learning-based supervision model [3],