IJSP Number 6, 2024

15 4.7. SUMMARY Hoggan’s [14, 15] taxonomy of transformative learning outcomes, though derived from the adult education literature, provides a useful framework for thinking about transformative learning outcomes in supervisor development. These six affected areas -- Self, Worldview, Epistemology, Ontology, Behavior, and Capacity --- are additive in our view and can benefit supervisor development conceptualization, education, and empirical study. 5. THE CHAIN OF CHANGE IN SUPERVISOR BECOMING: CRUCIAL LINKS IN THE PROCESS Across these six affected areas (e.g., Epistemology), what exactly contributes to supervisor developmental change? What are the critical ingredients that make transformation possible? 5.1 EXPOSURE, REFLECTION, AND REORGANIZATION: THE SUPERVISOR TRAINEE We maintain that exposure, reflection, and reorganization, considered pivotal for client learning in psychotherapy [53, 54] and therapist/supervisee learning in psychotherapy supervision [55], are also pivotal in learning to be a supervisor. Exposure involves the beginning supervisor being repeatedly engaged in the experiential doing of supervision [cf. 56]. Such repeated exposure is disruptive, setting the stage for reflection, identity development and formation, and, ultimately, reorganization. Reflection, a challenging, emotionally charged process [49, 50, 57], is method and medium in the beginning supervisor’s self- scrutiny and metamorphosis, that all-important intermediate link and critical change process that binds exposure and reorganization together. That reorganization process eventuates in supervisor identity solidification and consolidation. Exposure then would be the critical condition that sets the stage for beginning supervisor change, reflection the critical change process, and reorganization the critical change mechanism: Exposure→Reflection→ Reorganization [11]. 5.2 RELATIONSHIP, REFLECTION, AND REORGANIZATION: THE SUPERVISOR OF SUPERVISOR TRAINEES Supervisors of supervisor trainees serve several constructively disruptive roles: developmental facilitators, reflective instigators, and educational provocateurs; they strive to establish a safe space and context for reflection,