The growth of the psychotherapy supervisor has been a much neglected topic in the clinical supervision literature. In an effort to better address this area, a four-stage model of development through which psychotherapy supervisors generally are thought to pass has been proposed. To further flesh out this model and render its substance more explicit, this paper complements the earlier explication by (a) providing basic foundation material that supports and underlies it and (b) providing additional material that extends it. The concepts, assumptions, and hypotheses of the Supervisor Complexity Model (SCM) have been identified and delineated. Some attention has also been given to how research on the SCM might best proceed. Specifying the model in this way seems important if it is to be subject to further professional scrutiny (so that refinements/revisions in it can be made), if it is to be rendered most researchable as a heuristic paradigm, if it is to be more solidly grounded within a developmental framework, and if it is to ultimately inform supervision practice.
Corresponding to the four stages of the SCM, supervision environments/behaviors--which could be used to guide thinking about the supervision of psychotherapy supervisor trainees--have been proposed and described. The supervision environments are designed to match the particular needs of psychotherapy supervisors at the four SCM stages. From this presented conceptualization, the reader can see that the supervision of psychotherapy supervisor trainees proceeds through (1) an initial period where a strong, secure "hold" and direct instruction, teaching, and structure are needed, to (2) a period where a continued but loosened "hold" and continued but lessened instruction, teaching, and structure are needed, to (3) a period where an even greater loosening occurs and a shift to more of a collegiate/collaborative stance evolves, to (4) a period where a collegiate/collaborative stance totally predominates.
This paper identifies and discusses 10 broad-based themes or conclusions that could be drawn about the field of psychotherapy supervision now. These conclusions focus on various facets of clinical supervision theory, research, and practice; in so doing, they bring to light current supervision issues, problems, advances, and needs that seemingly merit our attention and consideration.
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