IJSP Number 6, 2024

9 emotions, unconscious processes, and imagination [24, 25]. Transformative learning theory “will, undoubtedly, continue to influence adult learning praxis across many disciplines” ([19, p. 120]; Kitchenham’s words ring truer than ever 16 years later [eg. 26, 27, 28, 29]. We contend that transformative learning theory --- a valuable interpretive framework for understanding therapist/supervisee development [11, 12, 13] --- is also a valuable interpretive framework for understanding supervisor development. Just as the range of potential learning outcomes in transformative learning is wide, far- reaching, and deeply affecting [14, 15, 18]), and just as transformative learning theory foremost engages the learner’s person and personhood to stimulate learning [30, 31], the supervisor development process accordingly is wide, far-reaching, deeply affecting, and engages the person and personhood of the supervisor learner --- whereby the ‘making’ of a supervisor ideally transpires [1, 3]. 3. SUPERVISOR DEVELOPMENT: THE VIEW SO FAR 3.1. SUPERVISOR DEVELOPMENT PERSPECTIVES Supervisor development perspectives began to emerge in earnest in the late’70s and early ‘80s [7]. The supervisor becoming process has come to be viewed as a developmental journey, ongoing in nature, involving stages or cycles of growth where myriad personal/professional areas are affected, supervisors become open to change and evolve accordingly [3, 5, 32]. The different models of supervisor development share a similar trajectory: (a) the beginning supervisor begins from a position of vulnerability, where the predominating factors are little or no supervision training and experience, supervision knowledge, supervision skills, and sense of supervisor identity; and (b) through supervision training (where available), supervision of supervision (where available), supervision experience, supervision self-reflection and struggle, and peer support and discussion, the supervisor development process progressively unfolds, positive changes increasingly accrue, supervisor skills and sense of supervisor identity take more solid form, and the beginner eventually evolves into being a supervisor [1, 5, 7, 33]. 3.2. THE BEGINNING SUPERVISOR AND DEVELOPMENTAL CRISIS The earliest portion of supervisor development has understandably long been identified as being the most difficult and potentially problematic [7, 34, 35, 36]. Lacking supervision skills, a supervisor mental map, and navigational details by which to understand the supervision situation [37], beginning supervisors can