IJSP Number 6, 2024

11 summary snapshot of those proposed shifts. Table 1 Summary Snapshot of Transformative Learning Outcomes and Characteristic Supervisor Developmental Statements Domain Selected Domain Facets Beginning: Characteristic Statements Transforming: Characteristic Statements Supervisor Self or Identity Self-in-relation to supervisees and supervision world Identity/view of self as supervisor “I have no idea what my role is as a supervisor!” “I am here to fix my supervisees.” “I am a facilitator of my supervisee’s development.” “I strive to serve as a meaningful collaborator with my supervisees.” Supervisor Worldview Supervision assumptions, beliefs, values, and expectations More complex view of supervision “I have no idea what supervision is about!” “Supervision is a straightforward problem resolution process.” “Supervision is a process of developmental facilitation.” “Supervision is unique to each supervisee.” Supervisor Epistemology More open and discriminating Using extra-rational ways of knowing in supervision “Supervision knowledge is fixed and finite.” “This one theory is all I need!” Supervision knowledge is forever evolving.” “One approach does not fit all.” Supervisor Ontology Supervision affective experience Supervisor attributes “I feel so ashamed of my supervision performance.” “I am such a fake.” “I can learn from all my sessions, even those that don’t seem so good.” “Doing supervision brings me joy.” Supervisor Behavior Supervisor actions reflecting new perspective New supervision skills “Supervision is all about intervening. I have to do ‘something’ in supervision.” “I need a detailed plan to enact each supervision session.” “Developing new supervision skills is a lifelong endeavor. I am getting there.” “Need for session structure varies from supervisee to supervisee.” Supervisor Capacity Supervisor cognitive development Supervisor consciousness “I am so confused with all these supervisee/client details.” “I have a hard time understanding this supervisee’s therapeutic situation.” “I really get how all those myriad different puzzle pieces fit together.” “I see so much more hope, promise, and possibility for my supervisees now.” Note. Table adapted from Watkins, C. E., Jr. (2022). On disruption and construction, reflection and reorganization in psychotherapist development: A taxonomy of transformative learning outcomes. Journal of Transformative Education, 20 (4), 304-324, with permission of Sage Publications. We propose that, using Poutiatine’s [40] principles of transformation,