IJSP Number 2, 2020

8 the Supervision Pyramid [4],the generic supervision model [5], and the Contextual Supervision Relationship Model [2], [6], [7] - to provide an anchoring tripartite framework within which those core commonalities can be located. Part III builds on those elaborated commonalities, reviewed models, and anchoring framework to put forth a conceptual-imagined, learning-based, commonalities-infused supervision model [8],[9]. 1. INTRODUCTION AND QUESTIONS OF CONCERN As signature pedagogy of the helping professions (i.e., the primary method of fostering professional practice learning; [10]), psychotherapy supervision serves several critical purposes: (a) developing and enhancing conceptual and treatment skills; (b) developing and crystallizing a psychotherapist identity; (c) developing conviction about the meaningfulness of psychotherapy itself; and (d) monitoring treatment efforts and safeguarding client care [11],[12],[13].It is a process about oversight and insight, a process of learning preparation, facilitation, cultivation, and inculcation. Eminently interdisciplinary in scope and increasingly international in reach, supervision may well be our single most powerful contributor to therapist competence development and practice excellence [14],[15],[16]. Down through the decades, three models of supervision practice— psychotherapy-focused, developmental, and social role/process—have robustly emerged [10], [17], [18]. Psychotherapy-focused supervision perspectives give specific focus to different forms of psychotherapy and their learning (e.g., cognitive behavioural supervisors working with cognitive behavioural therapists to learn cognitive behavioural therapy; [19], [20]); the supervision process is uniquely stamped by the psychotherapy being learned. Developmental supervision perspectives give focus to (a) the developmental stages and developmental issues that evolving therapists experience and (b) the supervisor’s matching developmental responsiveness [21], [22], [23]. Social role/process perspectives give focus to (a) supervisees’ evolving learning needs and (b) those supervisor roles that best address those evolving needs [24], [25], [26]. Over the course of these last 15 years, a growing number of second- generation supervision models have also emerged [10]. According to Bernard and Goodyear [10], these more recent models—which can still be grouped under the psychotherapy-focused, developmental, and social role/process umbrellas—include: combined models (i.e., model integration), target issue models (e.g., having a multicultural focus), and common factors models (i.e., identifying those core features that are common across perspectives).This continued model development reflects the theoretical vibrancy and ferment of our ever-evolving signature pedagogy [12].