| Abstract: | Considers whether the effective supervisor must at times address supervisee conflicts and relationship problems that interfere with role functioning. Such a supervisory stance may move beyond teaching into "treating" the supervisee. Explicit acknowledgment that the supervisor is a participant-observer with anxieties and conflicts, rather than an objective expert, is argued to create a new context for supervision. Within this relational context, the teach–treat boundary becomes less problematic. An illustrative vignette is offered, and ideas toward a theory that legitimizes countertransference focus in supervision are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
