IJSP Number 6, 2024

16 galvanize supervisor trainees’ self-scrutiny, and amplify their insight via thought- provoking questions, discussion, and dialogue [36, 57, 58, 59]. The supervisor, akin to a master gardener [60], works to provide the rich soil and proper conditions (eg. ground, warmth, and light; [61]) that best befit each supervisor trainee’s unique developmental struggle to become. The supervisors’ ability to accompany, to be with , supervisees during their liminal experience would be developmental sine qua non [cf. 47]. We propose that, in alignment with the supervisor trainee’s experience of Exposure→Reflection→Reorganization, the supervisor maps onto and stimulates that learning sequence through rendering operational the following: Relationship→Reflection→Reorganization [12, 62]. Through establishing a facilitative supervisor-supervisor trainee relationship, fostering supervisor trainee reflection, and working toward realized reorganization outcomes, the supervisor optimizes the supervisor trainee development process. Relationship then would be the critical condition that sets the stage for beginning supervisor trainee change, reflection the critical change process the supervisor deploys and employs, and reorganization the critical change mechanism that the supervisor strives to actuate and actualize. 6. OUR HOPE: USING THE TYPOLOGY OUTCOMES FOR ADDITIVE PERSPECTIVE As Mälkki and Green [47] have stated, “…knowledge of the nature of edge emotions may make it easier to welcome the edge emotions and work through to the problematized assumptions. Similarly, when one’s familiar sense of self feels estranged and the expected…preferred future appears to be lost, some knowledge of this liminal process may act as a cognitive map that may help one to navigate the seeming chaos with more courage. That is to say, at the moment when all that once was stable has melted and become fluid…, knowing the nature of the process…may in itself bring about some securing understanding” (p. 16). Thus, our hope is that this extrapolated presentation might be useful, instructive reading for beginning supervisor trainees, educating them about their own normative developmental process of supervisor becoming. We also hope that this transformative learning perspective --- emphasizing the liminal zone, edge emotions, letting go of the control myth, and the awareness-reflection- confrontation-action cycle --- might similarly be useful to supervisor educators as a reflective tool, adding further to how they think about the struggles of beginning supervisors, the evolving process of supervisor becoming, and their facilitation of that becoming process (ie. helping their supervisor trainees learn to think like a supervisor; [63]).