, which is manifested in their lack of authenticity and spontaneity, also affect their ability to connect meaningfully with their clients (p. 395).
Even more importantly, Emerson (1996) pointed out that therapy and supervision are "parallel processes" (p. 396). Parallel processes occur at several levels. At one level, supervisors who severely criticize or undermine their students' work are modeling the abuse of power that often occur in clients' families in which one family member such as the father abuses his authority by mistreating his children. Through their exposure to an abusive supervision model, students, whether consciously or unconsciously, may also be abusing their privileged position in their provision of therapy to their clients. At the same time, supervisors who provide the appropriate role model and create a supportive group supervision environment will also encourage therapists to delivery therapy in a nurturing fashion to their clients (p. 396).
Another important point emphasized by Emerson (1996), which deviates from the academic environment, is the need to promote cooperation in supervision groups, instead of competition. Students are often expected to compete with one another in order to outperform their peers in learning settings. However, Emerson (1996) argued that supervisors should encourage students to help one another through constructive feedback and psychological support in a win-win situation. As a result, students will develop attitudes in their group interaction, which can be translated into their provision of therapy to clients. These attitudes are fundamental to the establishment of functional group systems as in the case of a family. These supervision groups can thus become microcosms of a healthy family, which provide students with a direct experience (pp. 400-1).
Reading this article filled me with a sense of gratitude and relief. With her direct statements, Emerson (1996) had s...