We examined the supervisee's (i.e., trainee's) attachment to the supervisor (i.e., supervisor attachment) and disclosure in supervision as mediated by the supervisory working alliance. In this Web survey, graduate student volunteers (N = 480; 73% from clinical/counseling psychology doctoral programs) responded to (a) the Experiences in Supervision Scale, adapted from the Experiences in Close Relationships Scale; (b) the Supervisory Working Alliance Inventory–Trainee version; and (c) the Disclosure in Supervision Scale, with items derived from the Supervisory Questionnaire and qualitative research. For Hypothesis 1, structural equation modeling indicated that trainee supervisor attachment security was positively and significantly associated with the supervisory alliance rapport (i.e., bond) and client focus (i.e., tasks/goals), with disclosure fully mediated by the alliance. For Hypothesis 2, supervisor attachment security positively and better explained disclosure in supervision, with partial mediation by rapport. The results suggest that trainee disclosure is increased by facilitating supervisor attachment security, which may also function through the alliance's rapport.

In this paper we introduce the Attachment-Caregiving Model of Supervision (ACMS) and its normative functioning. This framework emphasizes the caregiving and attachment processes in the supervisor-trainee relationship and their link to learning. We provide a brief overview of attachment theory, describe the ACMS process, illustrate concepts with a case scenario, note relevant individual differences, and conclude by clarifying the model's contributions and limitations.