Research-supported practice is increasingly emphasised within counselling and psychotherapy at all stages of training. Guided by an interest in how to support therapists in their efforts to develop research knowledge during doctoral training, this paper focuses on research supervision. Research supervision is a surprisingly under-researched area. Little is known to date about how supervisors "go about their supervision" (Bruce & Stoodley, 2013, p. 5), despite the fact that "high failure rates for research dissertations in the social sciences have been partly attributed to student dissatisfaction with supervision and poor student-supervisor relationships" (Armstrong, 2004, p. 134). Between 2016 and 2019, we explored accredited counsellors' and 'psychotherapists engagement with research during or after their doctoral training. This paper explores research supervision with these two previous studies serving as the backdrop (Bager-Charleson et al., 2018a; Bager-Charleson et al., 2018b), together with a literature review into research supervision within social sciences and psychotherapy. Supervision is discussed as a crucial coping/support strategy to (a) link research with practice in therapy work, practically and epistemologically; (b) contain and make sense of the use of transformative learning; (c) balance "enculturation" with critical thinking and emancipation; and (d) support reflective and reflexive development. This paper discusses an adaptive research supervision model, akin to a "holding bond" (Stevens, 2016) which supports the student to reflexively position her/himself personally, intersubjectively, theoretically and socio-culturally, whilst "negotiating the tension" (Lee, 2008) during a process of enculturation into the discipline, and also fostering critical thinking and emancipation to contribute to new knowledge. K E Y W O R D S counselling research, epistemology, practice-based research, psychotherapy research, research supervision [Correction added on 9 Sep 2019, after first online publication on 26 Aug 2019: The author's last name was previously wrong and has been corrected in this current version. Instances of "EBSCP" on page 2 are corrected to "EBSCO" in this current version.]

BackgroundPersonal pronouns like ‘I’, ‘me’ or ‘mine’ are inextricably linked with ownership, with one key benefit of a counsellor inviting a client to consider their pronoun use being an invitation to change their awareness and understanding of a situation.ObjectiveTo gain greater understanding of the impact of inviting clients to use first person pronoun ‘I’, in place of second ‘you’ during therapy and its effects upon the client and therapeutic process.MethodA constructivist qualitative approach using exploratory thematic analysis that engaged one‐to‐one counselling and follow‐up interviews was used. Participants (n = 11) were clients who had been referred for counselling via primary care with problems like depression, relationship break‐up and/or stress.FindingsSeveral themes were identified in the data: (1) potential discomfort from switching to first position; (2) awareness increased; (3) avoidance of taking responsibility recognised; (4) depersonalisation of events; (5) initiating change; and (6) effects on sense of self. Comments illustrate that reframing pronouns into first person removes distance between client emotions and problems, which provides them with an opportunity for development.DiscussionClients can be affected in productive ways when counsellors encourage them to alter their pronoun use during therapy. Through the use of reflection, the counsellor can work with their client to explore more fully their attributions of responsibility within situations that are discussed.