Critical Components of Reflective Supervision: Responses From Expert Supervisors in the Field

Abstract

This article offers a brief review of the history of supervision, defines reflective supervision, and reports the results of a Delphi study designed to identify critical components of reflective supervision. Academicians and master clinicians skilled in providing reflective supervision participated in a three-phase survey to elicit beliefs about best practice when engaging in reflective supervision. The process yielded consensus descriptions of optimal characteristics and behaviors of supervisors and supervisees when entering into supervisory relationships that encourage reflective practice. These results, although preliminary, suggest that it is possible to identify elements that are integral to effective reflective supervision. These initial findings may be used for future study of the reflective supervisory process.

The Alliance in Reflective Supervision: A Commentary on Tomlin, Weatherston, and Pavkov's Critical Components of Reflective Supervision

“…What they proposed 50 years ago has since come to be increasingly accepted as supervision reality today: Whatever might be the nature of the supervision relationship, a learning alliance (also synonymously referred to as the “supervisory alliance” or “supervisory working alliance”) appears fundamental and foundational to any sort of effective supervision experience (Watkins, , ). And Tomlin et al's () study seems to nicely provide evidence for that reality in reflective supervision of infant mental health services, bringing into focus a host of key relational features that appear to increasingly make learning possible within the supervision dyad or group (e.g., having interest in stimulating supervisee development, creating a safe, secure, nonshaming reflective space).…”

“…But for any such “stepping back” and “better conceptualizing” to meaningfully occur, a facilitative alliance between supervisor and supervisee—that privileges empathy, tolerance, trust, safety, security, attentiveness, regularity, consistency, encouragement, and nonjudgmental, nonshaming behaviors (cf. Tomlin et al., )—must be built, nurtured, and fortified. From my perspective, Fleming and Benedek's crowning contribution of the learning or supervisory alliance lives large in reflective supervision, and I believe Tomlin et al's () findings bear testament to that enduring reality.…”

“…In their recent instructive Delphi study, Tomlin, Weatherston, and Pavkov ()—drawing on opinion data provided by a panel of expert supervisors—identified a number of components deemed critical for an effective reflective supervision process. The Tomlin et al study is particularly significant because it provides the first empirical “beachhead” into an arena where such data‐driven, consensual validation has been lacking.…”

“…Fenichel, ; Gatti, Watson, & Siegel, ; Gilkerson, ; Shahmoon‐Shanok, Gilkerson, Eggbear, & Fenichel, ). In ways not done before, their study “marks an initial step in reaching consensus around essential components of reflective supervision in preparation for an evaluation of the reflective supervision process” (Tomlin et al., , p. 78).…”

“…In this brief commentary, I would like to complement the Tomlin et al () study by considering how their results seemingly speak to the supreme significance of a supervisory or learning alliance for reflective supervision. In one way or another, every aspect of their findings can be construed as potentially accentuating the preeminent importance of forever forging and nurturing a meaningful alliance between supervisor and supervisee.…”