IJSP Number 6, 2024

10 experience a ‘learning regression’ or ‘de-skilling’ (eg. feeling confused, overwhelmed, lack confidence; [7, 38, 39] and wonder “Do I have what it takes to become a supervisor? Am I truly cut out for this type of work?”. Ambiguity, anxiety, and demoralization converge to create a time of crisis and opportunity [5, 6], where developing a sense of supervisor self or supervisor identity becomes an ever-present press. And for those supervisors who are supervising supervisor trainees, their patience, sensitivity, understanding, and support --- while forever important across the entire supervisor trainee development spectrum --- are seemingly sine qua non during this earliest growth period [36]. 3.3. THE BEGINNING SUPERVISOR AS SEEN THROUGH A TRANSFORMATIVE LEARNING LENS Although the beginning supervisor’s identity struggle, crisis and developmental opportunity shares much in common with transformative learning theory, we have no specific applications of transformative learning to the supervisor development process. We provide such application. In doing so, we have heavily drawn on and directly extrapolated from our earlier therapist/supervisee development proposals [11, 12, 13] to the process of supervisor development. Although we well recognize that the therapist becoming and supervisor becoming processes/experiences are different in endpoint, we contend that --- because they share sufficient similarities in unfolding developmental process, developmental issues with which the learners must grapple and resolve, and roles and functions enacted by the therapist’s supervisor and supervisor trainee’s supervisor --- such an extrapolation is defensible, even needed, at least as a first step in advancing thinking in this area. 4. THE BEGINNING SUPERVISOR EVOLVING AND TRANSFORMATIVE LEARNING OUTCOMES The specific question that we examine is: What transformative learning outcomes occur for the beginning supervisor in the process of supervisor identity development? Hoggan’s [14, 15] typology of transformative learning outcomes is used to answer that question. As with the transformative learning process [18], the supervisor becoming process entails depth, breadth, and continuity and a core identity expansion [cf. 30, 31]. Hoggan’s [14, 15] typology provides a fruitful structure by which to give voice to those supervisor development struggles and that identity expansion. We subsequently consider how the beginning supervisor experiences transformation with regard to six areas: Self, Worldview, Epistemology, Ontology, Behavior, and Capacity [14, 15]. Table 1 provides a