IJSP Number 6, 2024

14 affective process, involving an ‘unsettling’ of self, challenging of held assumptions, challenging of a held orienting framework so as to expand it, and being taken on an emotional rollercoaster without knowing the ‘when’ (does it end?) and ‘where’ (am I going?) [cf. 47]. The edge emotions, unpleasant feelings that arise at our comfort zone edges and challenge our meaning perspectives [49, 50], are granted space to be experienced as we step into and stay with the liminal discomfort. The developing supervisor can push ahead into discomfort (e.g., shame), retreat into safety, then return to push ahead yet again [47, 50, 51). Excitement and fear intermingle: “I so want to be a supervisor but…” [cf. 47]. Though difficult, working in and through the edge emotions is crucial to developing supervisors being able to render their problematic assumptions (eg. “My job is to always provide solutions for my supervisees.”) challengeable and changeable. Developing supervisors ideally expand their affective bandwidth, sense of affective being --- becoming better able to use their affective self- experience for supervision benefit. Affective restriction gives way to affective emancipation, and the world of supervision is affectively experienced anew. 4.5 BEHAVIOR Specific areas potentially affected are: (a) actions consistent with new supervisor perspective; (b) social action; (c) professional practices; and (d) supervision skills ([after Hoggan; 14, 15]). Behavioral change refers to the concrete ways that supervision action, what supervisors do, is transformed. As supervisor educators, we hope that our supervisor trainees will increasingly develop their supervision skills, sense of professionalism, and sense of social justice in supervision. Supervisor training appears to contribute to perceived positive outcomes by supervisor trainees [6, 52]. As supervisor development progresses, a richer supervision behavioral repertoire emerges and expands. 4.6. CAPACITY Specific areas potentially affected are: (a) supervisor cognitive development; (b) supervisor consciousness; and (c) supervisor spirituality ([after Hoggan; 14, 15]). Capacity refers to outcomes whereby developing supervisors experience “qualitative changes in their abilities that allow for greater complexity in the way they see, interpret and function in the [supervision] world” [15, p. 76]. What can be held in mind? As development further unfolds, the supervisor becomes better able to hold more in mind, better understand and use it to profitably advance supervision, and evolves a higher order of supervision consciousness (e.g., culturally humble) or spirituality.