IJSP Number 5, 2023

17 4. Develop a variety of possible interventions that are an outgrowth of the chosen theory. For example, the supervisee may observe that the client encourages people to be close and when they do, the client uses various means to alternately cling to or push other people away. The concepts of secure, anxious, and avoidant attachment patterns could be used to provide the theoretical understanding that when infantile bonding is repeatedly disrupted there will be confusion and anxiety around closeness and separation in later life. From the construct of Attachment Theory, the therapist can draw hypotheses based on their observations. Hypothesis A: this client’s infantile bonding was inconsistently gratifying and therefore the client is perpetually anxious about separation and individuation; Hypothesis B: this client’s infantile bond was disrupted because of caretakers’ consistent misattunement to the infant’s needs and therefore there is an urge to distance from any dependent relationship. If the therapist assumed Hypothesis B, the focus of a developmentally-based, relationally- oriented intervention could include following the client’s lead, providing choice, consistent empathy, and patience. If the therapist had assumed Hypothesis A, the focus of the interventions could include establishing consistent affect and developmental attunement, allowing of a period of dependency, and providing the security to tolerate the disruptions inherent in any psychotherapy. When the trainee is competent at developing alternative hypotheses and various interventions from one theoretical perspective, they can then be challenged to examine the same behavior from different theoretical perspectives with concomitant hypotheses and interventions. The supervisor can then discuss various interventions which are an outgrowth of these hypotheses. This multi-faceted theoretical look at a client’s behavior provides the therapist with the stimulus for thinking about an integrative, in-depth treatment plan for the client and expands the therapist’s capacity to be open to new points of view. Once supervisees have mastered the skills of psychotherapy and have confidence in themselves as psychotherapists an intensive case study approach to supervision provides valuable learning in how to plan and carry out in-depth treatment plans for helping the clients achieve physically and mentally healthy lives. The case study method of supervision provides both the supervisor and supervisee an opportunity to study one client’s therapy for several months or even years. Here the emphasis is on thoroughly understanding the psychological functioning of the client over time, how the client is open and closed to contact, what the supervisee has attended to, and possible new directions in the psychotherapy. 5. GUIDING PRINCIPLES AT EVERY PHASE OF SUPERVISION Fostering a value system. Throughout each phase of supervision, whether it is with a new supervisee or an experienced colleague, I strive to include aspects of professional ethics - a commitment to the welfare of our clients. Hopefully I accomplish this by both modelling and talking about several guiding principles: