Therapist Responsiveness: Mirrored in Supervisor Responsiveness

The Supervisory Relationship: A Conceptual and Psychometric Review of Measures

“…In addition, many (but not all) of the measures provide only a static view of the relationship, ignoring the ongoing negotiation of the relationship (cf. Doran, Safran, Waizmann, Bolger, & Muran, ), as well as supervisor responsiveness to supervisee needs (Friedlander, ) and conflicts in the relationship (Ladany, Friedlander, & Nelson, ).…”

Relational processes and the emergence of harmful supervision events: A narrative analysis of a single case

“…Individual characteristics would include supervisor personality characteristics (Nellis, Hawkins, Redico, & Way, 2011), difficulties in managing diversity (Beddoe, 2017;Cook, 1994), lack of adequate training (Hendricks & Cartwright, 2018;Magnuson, Norem, & Wilcoxon, 2000) and lack of supervisor responsiveness (Friedlander, 2012;Friedlander & Shaffer, 2014). Individual characteristics of the supervisee associated with harmful supervision have received less attention.…”

“…From this point of view, the supervisor is not viewed as an objective observer or expert and is more of a collaborator helping make sense of the subjective experiences of both the client and the supervisee (Friedlander, 2012(Friedlander, , 2015Safran & Muran, 2000;Wachtel, 2008;Falls, 2009). As part of this process, the role of the supervisor as a 'relational model' is central to the trainee internalising reflective and collaborative ways of dealing with their clients (Safran, Muran, Stevens, & Rothman, 2008).…”

“…Rather, relational principles contribute to sound pedagogical practice by highlighting the idea that all supervision events are mediated by the qualities of the relationship which is always subjectively conceived. From this point of view, the supervisor is not viewed as an objective observer or expert and is more of a collaborator helping make sense of the subjective experiences of both the client and the supervisee (Friedlander, , ; Safran & Muran, ; Wachtel, ; Falls, ). As part of this process, the role of the supervisor as a ‘relational model’ is central to the trainee internalising reflective and collaborative ways of dealing with their clients (Safran, Muran, Stevens, & Rothman, ).…”

“…From a relational perspective, difficulties in supervision begin to take hold when ruptures in the supervisory relationship go unaddressed (Friedlander, ; Safran et al, ; Watkins et al, ). Ruptures may occur due to a lack of connection or mutual understanding in the relationship.…”