IJSP Number 7, 2025

International Journal of Supervision in Psychotherapy, Number 7, 2025 Page | 34 nondisclosure, withhold critical information, or experience heightened performance anxiety [8. One of the most frequently cited challenges in supervision is supervisee nondisclosure, which occurs when trainees withhold important information due to fear of negative evaluation, power asymmetries, or self-doubt about their competence [8. Supervisees often refrain from disclosing clinical mistakes, countertransference reactions, personal insecurities, or difficulties with clients, fearing that such admissions might jeopardize their professional standing or lead to critical feedback [22. T he bibliometric analysis indicates that nondisclosure remains a prevalent concern in psychotherapy supervision, with research highlighting the fear of negative evaluation as a primary driver of nondisclosure [4. , the impact of supervisor behavior (e.g., critical vs. supportive supervision styles) on supervisee openness [11. , and the role of trust and psychological safety in encouraging disclosure [19. . Studies have shown that when supervisors foster a culture of openness, collaboration, and nonjudgmental feedback, supervisees are more likely to disclose critical issues, engage in reflective practice, and develop a stronger professional identity [17. . In contrast, authoritarian or overly evaluative supervision styles tend to suppress supervisee honesty, potentially limiting professional growth and client care qualit y 26. . The inherent power dynamic in supervision presents another significant relational challenge. Supervisors hold evaluative authority, influencing supervisee career trajectories, performance assessments, and professional opportunities [27. . This imbalance of power can lead to supervising hesitation in voicing concerns, challenging supervisor perspectives, or admitting uncertainties [11. . Power asymmetries can manifest in multiple ways, including decision-making control, where supervisors dictate case conceptualizations, interventions, and ethical decisions with little room for supervisee input [30. ; performance evaluations, where supervisors assess clinical competence, interpersonal skills, and readiness for professional licensure, creating pressure for supervisees to conform to perceived expectations [3. ; and ethical dilemmas, where supervisees may feel compelled to accept supervisor directives, even when these conflict with their own clinical judgment or ethical concerns [22. . Ethical supervision requires acknowledging and mitigating these power dynamics through transparent communication, collaborative goal-setting, and supervisor self- awareness [6. . Research indicates that supervisors who adopt a humility-based approach, actively solicit feedback, and recognize their positional authority can foster a more balanced and constructive supervision relationship [25. . The concept of parallel process in supervision refers to the unconscious mirroring of therapeutic dynamics within the supervisory relationship [25. T his phenomenon suggests that issues emerging between therapist and client may unconsciously resurface between supervisee and supervisor, influencing both relational interactions and case conceptualization [18. . For example, a supervisee struggling with an overly dependent client may unconsciously adopt a dependent role in supervision, seeking excessive validation from the supervisor [19. . Asupervisor’s frustration with a supervisee’s perceived passivity may unknowingly reflect the supervisee’s frustration with a disengaged client [27. . If a supervisee experiences resistance from a client, they may inadvertently demonstrate resistance toward supervisory feedback, reflecting a reciprocal process of interaction [12. .