Problematic Self-Efficacy Inferences in Beginning Psychotherapy Supervisees: Identification and Management

Abstract

We contend that a particular form of self-efficacy beliefs -specifically referred to as relation-inferred self-efficacy beliefsoften gets activated in beginning supervisees, can potentially pose supervision problems from the outset and, consequently, is best addressed by supervisors early on. Relation-inferred self-efficacy beliefs refer to what supervisees think or infer that their supervisor is thinking about their therapeutic efficacy; because beginning supervisees often have doubts about their own therapeutic efficacy, they can make incorrect inferences about what their supervisor is thinking of them, and supervision can be accordingly affected. In this brief report, relation-inferred self-efficacy beliefs are elaborated upon, their significance for the trajectory of beginning supervisee development is considered, and some supervisor actions that can aid in alleviating the impact of those beliefs on beginning supervisees are identified. We view it as important that supervisors (a) hold supervisee problematic relation-inferred self-efficacy beliefs in mind as a likely supervision reality, (b) strive to proactively address their possible emergence through supervisee education at supervision's onset and through including the topic in the body of the supervision agreement, (c) be sensitive to cues that may indicate the emergence of such problematic inferred beliefs during the course of supervision, (d) sensitively inquire about those cues and, if confirmed, be open to discussing their implications with beginning supervisees, (e) fully carry out discussion about those beliefs so as to allay supervisees' inference concerns, and (f) because addressing those problematic beliefs is not a one-and-done affair, be ready to re-address them as need arises. Keywords Supervision • Psychotherapy • Developmental • Self-efficacy • Relation-inferred self-efficacyThere is no way to supervise without understanding the developmental process of supervision (Bernard & Goodyear, 2019, p. 69).

The Influence of Educational Level on Self-efficacy, Introversion, and Agreeableness: an Interpersonal Difference Analysis

“…Additionally, the exploration by Watkins Jr et al ( 2021) of roadblocks and remedies in developing self-efficacy research offers valuable recommendations for practice, while Viscu et al (2017) contribute insights into the role of emotional intelligence in online learning contexts, enriching our understanding of individual differences in educational settings. Moreover, (Dughi & Ianc, 2022;Edward Watkins Jr. et al, 2022;Dughi & Bold, 2022;Nave & Roman, 2019;Rad et al, 2023) delve into students' selfefficacy and problematic self-efficacy inferences.…”