The Bonds of Development: An Attachment-Caregiving Model of Supervision

Abstract

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.

Supervision Training: What We Know and What We Need to Know

“…Over the past two decades, a growing number of social workers and psychologists have applied attachment theory to the supervisory relationship, conceptually (Bennett, 2008b;Bennett & Deal, 2009, 2010Bennett & Saks, 2006;Fitch, Pistole, & Gunn, 2010;Pistole & Fitch, 2008;Pistole & Watkins, 1995;Watkins, 1995) and empirically (Bennett, 2008a;Bennett, Mohr, BrintzenhofeSzoc, & Saks, 2008;Deal et al, 2011;Foster, 2003;Renfro-Michel & Sheperis, 2009;Riggs & Bretz, 2006;White & Queener, 2003). Based on the classical works of Bowlby (1969Bowlby ( /1982Bowlby ( , 1973Bowlby ( , 1980 and Ainsworth (1967;Ainsworth, Blehar, Waters, & Wall, 1978), scholars have applied the biologically based theory of attachment to create a framework for understanding behavioral and relational patterns that emerge when an individual's attachment system is activated in times of fear, distress, or novelty-feelings familiar for new supervisees and students in training.…”

Attachment theory within clinical supervision: application of the conceptual to the empirical

“…For instance, training supervisors to recognize a trainee's attempts to utilize supervision as a safe haven may facilitate more trust within the dyad, resulting in a greater working alliance (Bordin, 1983;Fitch, Pistole, & Gunn, 2010;Gunn & Pistole, 2012;Hess, 2008). Where this study contributes is the reinforcement that supervisory-specific and leader-member attachment should be the constructs of concern, rather than general attachment.…”

“…Similarly, a more secure trainee's working alliance change scores should not change as drastically, given the trainee's IWM will not bias their expectations negatively (Watkins & Riggs, 2012). The remaining variance unexplained in change scores, theoretically, could be attributed to the supervisor characteristics (Fitch, Pistole, & Gunn, 2010; interaction were underpowered and problematic analyses, leading to a non-significant result.…”

“…Theoretically, a positive supervisory relationship provides two components of a caregiving bond: a safe haven and a secure base. A safe haven refers to supervisory interventions such as reassurance and comfort, while a secure base can include supervisor actions such as guidance in problem solving and decision-making (Bennett & Saks, 2006;Fitch & Pistole, 2010;Pistole, 2008;Pistole & Watkins, 1995). More discussion of these constructs will take place with regard to supervisor role in attachment.…”

“…Whether the supervisor response to trainee attachment cues is better explained a reciprocal or complementary relationship is unknown, but some authors argue that a combination of both characterizes the supervisory relationship (Bennett & Deal, 2009;Neswald-McCalip, 2001;Watkins & Riggs, 2012). Fitch, Pistole, and Gunn (2010) proposed the attachment-caregiving model of supervision (ACMS), arguing that bond and relationship are essential components of student skill building.…”