IJSP Number 6, 2024

7 EXTENDING HOGGAN’S TAXONOMY OF TRANSFORMATIVE LEARNING OUTCOMES TO PSYCHOTHERAPY SUPERVISOR DEVELOPMENT WATKINS, Jr., C. Edward 1,2 , CĂDARIU, Ioana-Eva 2,3 , VÎŞCU, Loredana-Ileana 2,3 1 Department of Psychology, University of North Texas, Denton, Texas 2 Institute of Psychotherapy, Psychological Counselling and Clinical Supervision, Reșița, Romania 3 Department of Psychology, Tibiscus University of Timisoara, Timisoara, Romania Emails : loredana.viscu@gmail.com , watkinsc@unt.edu, info@IntegrativeTherapy.com Abstract Hoggan’s taxonomy of transformative learning outcomes, while applied to the psychotherapy supervisee, has yet to be applied to the psychotherapy supervisor; we subsequently provide that application. The beginning supervisor development period, often identified as the most difficult and potentially problematic, involves struggles to define a supervisor identity, settle into the role of being a ‘real supervisor’, and come to accept the reality of being a supervisor who can ‘truly supervise’. Those struggles, a transformative learning process, further involve developing a supervisor vision --- or elaborated mental map of oneself as supervisor --- where the shift from supervisor becoming to being is rendered reality. We examine transformative learning theory as a framework for enhancing understanding about the beginning period of supervisor development, taking up the following question: What transformative learning outcomes occur for the beginning supervisor in the process of developing a supervisor identity? Key words: transformative learning; supervisor identity; development; learning outcomes; supervision 1. INTRODUCTION: BEING AND BECOMING A SUPERVISOR “I am a supervisor.” Being and becoming a supervisor involves holding that very “I am …” conviction in mind, coming to deeply believe in, deeply feel, and practically enact it during the supervision situation [1, 2, 3]. But novice