Just as therapy seeks to be transformative for clients, supervision, too, should aspire to be a catalyst for transformation in the supervisee (Penn & Fosha 2017). Acknowledging the parallels between the two, we recognize that transformation flourishes within the context of a secure relationship. Therapists, well-versed in the importance of establishing therapeutic rapport, understand the pivotal role of such a foundation. Similarly, effective supervision hinges on the creation of a secure and trusting bond between supervisors and supervisees.

When supervisees feel a sense of safety, they become more willing to take risks within the supervision space. This involves collaboratively exploring personal experiences, beliefs, and emotions that might influence their clinical work. However, despite the undeniable significance of the relational element of supervision, it often takes a backseat amid the emphasis on "doing" rather than the "experiencing."

Drawing inspiration from dynamic and experiential-based supervision models, particularly the remarkable work of Natasha Prenn and Dana Fosha (2017), let us explore several AEDP strategies to seamlessly integrate an authentic connection into supervision. These strategies aim to enrich the supervisee's experience, fostering not just professional development but personal growth as well.

Slow Down

I get it, there is a lot to cover in supervision. But despite our myriad responsibilities, it is crucial to emphasize the transformative impact of slowing down. Encouraging the supervisee to take notice of their internal experiences fosters a deeper understanding of how these internal processes influence their work. To instill this practice effectively, modeling becomes the supervisor’s primary task. As a supervisor, incorporating deliberate pauses during sessions signals an invitation for reflection. Verbal cues like "let's pause here," “hmm, there is a lot here, let’s slow this down,” or “let’s stay here for a moment,” guide the supervisee to turn inward. Non-verbal gestures, such as a gentle hand motion, complement these verbal signals, underlining the significance of internal exploration. This intentional slowing down communicates to the supervisee that their internal experience is important to the supervisor, and that it is safe to collaboratively explore. In doing so, the supervisee is more likely to become aware of and work through identified blindspots, countertransference and biases.

Intentional Attachment Language

Shifting the supervisory dynamic from an authoritative stance to a shared journey of discovery and growth is foundational. Utilizing attachment language, characterized by terms like "we," "us," "you," and "I," enhances the sense of togetherness in the supervisory relationship. Phrases such as "how did we do today?" emphasize the collaborative nature of the supervisory process. The deliberate use of attachment language reinforces that both supervisor and supervisee are navigating challenges collectively. Importantly, it communicates to the supervisee that they are not alone as they traverse the challenging landscape of clinical work, but are joined by the supervisor who is navigating alongside them. This linguistic approach contributes to a meaningful and robust developmental experience for both parties.

Ask Permission

The act of seeking permission within supervision goes beyond mere formality; it symbolizes the supervisor's commitment to empowering the supervisee as an active participant. Phrases like "can we stay with this for a moment longer?" or "is it okay if we take a closer look together?" signal respect for the supervisee's voice in the discussion. This strategy not only promotes a profound sense of safety and trust but also sheds light on areas that may evoke discomfort, opening avenues for exploration. By involving the supervisee in decision-making, this approach enhances their autonomy and strengthens the supervisory bond.

Self-Disclosure

Harnessing the power of self-disclosure emerges as a critical strategy to reduce the supervisee's sense of aloneness. Sharing genuine vulnerabilities, experiences, challenges, and triumphs fosters a sense of relatedness between supervisor and supervisee. This deliberate transparency communicates that the supervisory relationship is not one-sided but a reciprocal exchange of experiences. By revealing aspects of the supervisor's professional journey, the supervisee is invited into a shared space of mutual learning and growth.

Celebrate and Express Delight in Progress and Effort

Affirming language and explicit acknowledgment of a supervisee's progress and hard work contribute significantly to the development of a safe and supportive relationship. Celebrating achievements, no matter how small, reinforces a positive and affirming environment. But this can go beyond just achievement. Expressing delight in the supervisee's growth, efforts, and openness fosters motivation and confidence. This ongoing celebration not only acknowledges the supervisee's accomplishments but also communicates genuine support and encouragement, building a foundation for sustained professional development.

By prioritizing the establishment of a safe and collaborative relationship, we pave the way for meaningful exploration and development. The practical tips explored here—slowing down for reflective exploration, employing attachment language, seeking permission, embracing self-disclosure, and expressing delight—offer accessible avenues to immediately enhance your supervisory approach. Integrating these strategies isn't just about adopting a new set of practices; it's about embracing a style of supervision that values the shared journey of growth and learning.

For more in depth learning on the AEDP supervision model, check out the following resource:

Prenn, N., & Fosha, D. (2017). Supervision Essentials for Accelerated Experiential Dynamic Psychotherapy. American Psychological Association.