My supervision philosophy

My supervision philosophy is centered on the provision of an open and supportive supervisory environment for student therapists who can then recreate the same type of atmosphere in their delivery of therapy to their clients. As described by Emerson's (1996) concept of the "parallel processes" (p. 396), I will adopt the supervisory processes that can be emulated by students therapists who will in turn utilize them in their interactions with their clients. Therefore, to provide an integrated supervisory approach that will bring together my personal perspectives and therapy style, I have chosen to adopt a model of solution-focused supervision that is derived from the solution-focused therapy (Marek, Sandifer, Beach, Coward & Protinsky, 1994) and narrative therapy.

More specifically, I will celebrate the strengths and resources of my supervisees by guiding them to take the initiative in searching for their own solutions. By creating an open environment in which my supervisees are able to explore alternative solutions and experiment with new techniques, I can help them develop self-confidence and autonomy as therapists. Throughout this process, I have to be willing to suspend my authority and my privileged position as the supervisor. I will treat them respectfully as my equals as we engage in a collaborative endeavor to determine how we can improve the supervisees' work with their clients (Anderson, Schlossberg, & Rigazio-DiGilio, 2000).

This approach means that I will not

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al of the supervisory relationship to promote their growth. Without this fundamental foundation, I will not be able to collaborate with my supervisees to co-create an alternative narrative in which they will demonstrate the mastery of the therapeutic strategies in their unique way. Thus, my approach in my interaction with my supervisees combines both the solution-focused therapy and narrative therapy by empowering my supervisees to discover their strengths and enabling them to create a story of growth and development (Freedman & Combs, 1996; Marek et al., 1994). Moreover, the determination of the supervisees' goals will also be an integral part of my supervision philosophy. To ensure that I am able to help my supervisees, it is vital for us to acknowledge the supervisees' goals in a collective process. According to Marek et al. (1994), the developmental level of my supervisees can affect their learning goals at different stages of their training. While supervisees at the beginning stage of their learning may need more direct instruction and information to help guide them in their work, advanced supervisees will require greater freedom and autonomy in formulating their own strategies. Within the context of my solution-foc

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