Student‐generated metaphor in research supervision: An arts‐based method

Abstract

Previous research has highlighted the impact and importance of the use of client‐generated metaphor in psychotherapy (Cott, 2020). While researching this topic, we began to incorporate student‐generated metaphor into the research supervision process. This was found to enhance the supervision relationship, providing a quick and immediate insight into the supervisee's lived experience and pastoral needs at each stage of the research journey. This work developed into an arts‐based research supervision method, which reduced the power differential in the supervisory relationship, and made space for the supervisee to communicate their learning experience on their own terms. In this paper, we will set out the rationale for using student‐generated metaphor in research supervision and share further student feedback on this process, including future ideas for research and practice. We argue that theory and research on research supervision often neglect its pastoral component, and that providing excellent pastoral support to postgraduate researchers is key. The paper will conclude by making the case that the use of student‐generated metaphor in research supervision can be a simple and effective way to bring the supervisory relationship into focus.