The Role of Vulnerability in Supervision

Abstract

As a supervisor, the author regularly witnesses the difficulty some educators have in being in touch with their vulnerability. They often do not know how to live with and embrace it as a serendipitous happenstance. This article offers reflections on the supervision relationship and what transactional analysis has to offer to support practitioners in taking into account and learning from their vulnerability. Case examples based on vulnerability in the educational context are easily transferable to any professional context. The author presents a new model of supervision that focuses on the importance of interconnectedness and fosters the development of resiliency and creativity in both the supervisor and the supervisee.

Relational‐Cultural Supervision: A Humanistic Approach to Promoting Vulnerability and Counselor Development

“…Vulnerability is necessary for supervisees to express their own concerns and to allow for the growth and development they need (Papaux, 2016). Additionally, the ability to be vulnerable is important for supervisees to model within their own sessions with clients.…”

“…As individuals develop growth-enhancing relationships, they may also gain relational competence whereby they care for others and learn from their engagements with others (Duffey & Somody, 2011). They may then potentially apply this knowledge and understanding in the context of other relationships (Lenz, 2014;Papaux, 2016).…”

“…In order to create an effective learning environment, supervisors must establish genuine, positive relationships with their supervisees while creating developmentally appropriate learning goals and providing guidance and support (Borders & Brown, 2005;Duffey et al, 2016;Ladany & Inman, 2012;Lenz, 2014). Inherent to the supervision process is the relationship between the supervisor and supervisee (Papaux, 2016). When RCT is applied in supervision, humanistic principles are modeled and genuine interpersonal growth can occur.…”

“…Through consistent and ongoing engagement in the RCS model, supervisees gain an understanding of their own personal histories and how their unique experiences inform all of their social relationships. Supervisees are encouraged to acknowledge the fundamental need for social connection and move toward such connection rather than using defenses to avoid engagement (Lenz, 2014;Papaux, 2016). The essential process of viewing individuals in a social context allows counselors to openly seek social connectedness with a nonjudgmental understanding that every relationship will provide support and challenge.…”