The Supervisory Relationship: An Identification of the Primary Elements in the Relationship and an Application of Two Theories of Ethical Relationships

Abstract

Many authors on the subject of marriage and family therapy supervision point to the fact that the quality of relationship between supervisor and supervisee is crucial to the process. However, little has been written about the nature of this relationship. This article identifies key elements in the relationship and introduces a theoretical framework for understanding those elements based on the principles of ethical relationships proposed by Ivan Boszormenyi‐Nagy and Nell Noddings.

Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB-Affirmative and Non-Affirmative Supervision in COAMFTE-Accredited Training Programs

“…It is also important to note that participants typically reported having a positive supervisory relationship that was characterized by safety, trust, respect, and collaboration. It is thus not surprising that participants experienced the reported event as affirming in the context of this type of positive supervisory relationship, as the impact of the supervisory relationship on supervisees' experiences of supervision and clinical training is well noted in the literature (Gatmon et al, 2001;Halpert & Pfaller, 2001Kaiser, 1992Morgan & Sprenkle, 2007;Watkins, 1997). White and Russell (1995) suggest that "a positive relationship between supervisor-supervisee is a prerequisite to successful supervision" (p.41).…”

“…This likely impacted the participants' perception that the supervision had positive effects on their clinical work, such as increased awareness of sensitive topics like self-disclosure. The ability to fully engage in supervision is critical especially since supervision is often considered the medium through which supervisees learn to become therapists (Kaiser, 1992;Morgan & Sprenkle, 2007;Watkins, 1997). Lark and Croteau's (1998) study of LGB doctoral students mentoring relationship with faculty found that when students felt affirmed and safe in their LGB identities within the training environment, they were able to fully engage in their training.…”

“…Successful clinical training is largely influenced by the supervisor/supervisee relationship, and the importance of this relationship is well documented in the literature across fields (Alderfer & Lynch, 1986;Bogo, 1993;Brock & Sibbald, 1988;Kaiser, 1992;Long, Lawless, & Dotson, 1996;Morgan & Sprenkle, 2007).…”

“…There is agreement in the field that goals of clinical training and supervision include furthering students' levels of clinical skill, theoretical knowledge, personal growth, and overall effectiveness as a therapist (Anderson, Schlossberg, & Rigazio-DiGilio, 2000;Lee, Nichols, Nichols, & Odom, 2004;Liddle, 1988;Morgan & Sprenkle, 2007;Pfohl, 2004;Schwartz, 1988;Storm, et al, 2001). Successful clinical training is largely influenced by the supervisor/supervisee relationship, and the importance of this relationship is well documented in the literature across fields (Alderfer & Lynch, 1986;Bogo, 1993;Brock & Sibbald, 1988;Kaiser, 1992;Long, Lawless, & Dotson, 1996;Morgan & Sprenkle, 2007).…”

“…However, relatively absent from this discourse are the ways in which LGB topics and issues influence supervision (Charles et al, 2005). Since supervision is often considered one of the most important mediums through which therapy is taught to trainees (Kaiser, 1992;Morgan & Sprenkle, 2007;Watkins, 1997), it is reasonable to assume that that the supervisory environment could provide opportunities for trainees to learn about LGB topics and issues and the ways in which such issues influence their clinical work. Green et al (2009) suggested that "clinical supervision could serve as an opportunity for self-exploration and self-awareness in regard to a variety of diversity issues, including sexual orientation" (p. 167).…”