IJSP Number 4, 2022

67 • Empath y (increasing empathic connection, feeling what the other person is feeling, and understanding, connecting emotionally to such experience); • Self-Integration differentiating self (or personal experiences) from others, and centering; • Anxiety Management: while allowing one to feel anxiety, engaging in activities to manage it as well including self regulation [26]. Attitudes of curiosity, compassion, and connection enhance supervision and psychotherapy. In contrast, in client work and in supervision, experience of boredom, anger, sexual arousal, or intense affect likely represent personal reactivity [2]. Thus, these entail observation of distinctly different, unusual, or idiosyncratic acts or patterns by the therapist {or supervisor} that constitute deviations from the therapist’s or supervisor’s usual practice [25] Supervisors may observe these in video review or in the supervision practice, as when the supervisee becomes for example, excited or avoidant..Use of two terms, countertransference and reactivity, provides for a metatheoretical frame as countertransference may be considered simply reflective of a psychoanalytic lens. It is a supervisory responsibility to collaboratively identify these or should the supervisee note the instances to view that as a supervisee competence. 2.7. Self care Although self-care is an ethical imperative for supervisors and supervisees, supervisors have a complex relationship with self-care. On the one hand, they would like for their supervisees to engage in self-care, to set limits on hours and work activities, and to engage in healthful activities. On the other hand, administratively (and for fiscal survival of their setting) they need to achieve the highest possible productivity and serve the most clients. This critical tension underlies much of clinical supervision and finds supervisors teetering on the edge of protecting the health of supervisees and meeting setting productivity quotas and financial realities. It is essential that supervisors and administrators understand that the high risks for supervisees and supervisors of emotional exhaustion and vicarious traumatization. 2.8. Feedback Generally, feedback is the glue that secures and tracks the developmental goals to the ongoing process of clinical supervision. Establishing the utter normalcy of feedback, including areas of strength and those in development, provide a structure and predictable quality. Further, the law of no surprises — that no evaluation will be a surprise, adds predictability and comfort, potentially strengthening the supervisory relationship. Although feedback is essential, a barometer of progress and a foundation of clinical supervision [13, 14], supervisees report that may be very limited general [27] or provided in the context of an insufficiently strong supervisory relationship [28]. 2.9. Legal and ethical