IJSP Number 8, 2026

International Journal of Supervision in Psychotherapy, Number 8, 2026 Page | 100 through active methods in creative supervision. Winnicott [cited in 10, p.2] reminds us that it is hard for any mother to be good enough unless she herself is held and supported “where the ‘good enough’ helping professional can survive the negative attacks of the client through the strength of being held within and by the supervisory relationship”. My philosophy as a DMT supervisor incorporates attachment theory as a means of employing kinaesthetic, non-verbal connection, while aiming to adopt a positive interaction in support of supervision. It’s also important to consider the therapist's own interoceptive awareness and somatic countertransference. Shared kinetic patterns during therapy lead to intersubjective relating and embodied attunement [23]. 3. SUPERVISION THEORY We begin with a supervisory question to bring clarity and focus. We keep this in mind as we begin our supervision exploration. The theory and techniques covered in this paper suggest that as creative supervisors we can discover ‘form’ while holding supervision within a secure frame. Form is what unfolds in the creative process together: inviting curiosity, shaping the techniques, choice of art materials or objects, developing the capacity to reflect via playful creative methods. The frame combining the Seven-Eyed model of supervision, [10] together with a clear focus on the supervisory question, takes us to what Hawkins and Shohet refer to as the Double Matrix [6]. The importance of holding the vulnerable and maintaining resilience while reflecting on action with online supervision is essential. Reflection in Action (RIA) signifies important questioning moments that take place while talking with a supervisee [7, 10]. The supervision contract is discussed at the start of forming the group. The contract is an important part of laying down the foundations of the group [7, 10]. A verbal check-in ensures everyone is present and we discuss our readiness to begin and agree the use of time within the 90-minute session. Inviting the group to start with a body-centering moment with breath, anchoring to the ground and by taking a moment to quieten the busy mind helps the supervisee establish self-regulation. The Zoom warm-up contains movement to encourage curiosity by tuning into emotional resonance enabling material to come to the surface. And then we share verbally and check in to see who will present aspects of their clinical work [6, 7, 8]. As the dialogue unfolds, we formulate a question; this influences the choice of method. There is a transition to prepare in gathering props and working out what is possible and what is needed. Once the agreed supervisee engages with the creative method, we are able to reflect in action as the dialogue unfolds. The final phase is to de-role, to identify key points and to create space for group reflection. Elements of the supervisory session are contained within the 5-Part Supervisory Arc [8], [6], marking a clear frame for the process. The 90-minute time frame enables each step to unfold while establishing moments to reflect in action and to transition in and out of action. Addressing self-care for the supervisee and supervisor is also an important part of supervision to prevent stress and burn-out [12, 27, 30]. 3.1. CASE ONE: MARYNA AND THE SMALL WORLD TECHNIQUE Maryna is a Ukrainian psychotherapist and a body-orientated process therapist. She is a member of the supervision group. I bring to the supervision an embodied and trauma- informed perspective.