olerance for their viewpoints, even when they diverge radically from my own. Rather than put them down for their perspectives, I should be prepared to work with my supervisees in order to see and understand their interpretation of the situation from their perspectives. Based on this understanding, I am then better able to help them identify their weaknesses and work with them in developing better solutions (Anderson et al., 2000; Marek et al., 1994).
In my opinion, what is most effective about my utilization of the solution-focused supervision model as my personal supervision philosophy is its congruence at all levels. By adopting the same attitudes and strategies towards my supervisees, I am helping them to internalize these conceptions and techniques in their interactions with their clients (Emerson, 1996). This model is thus highly logical in creating therapists who are able to empathize with their clients and collaborate respectfully with their clients in co-creating meanings and identifying potential solutions. In contrast, students who are subject to a stringent and supervision approach that requires them to conform to the expectations of the supervisor are unlikely to be able to transfer the same stance and strategies to their clients. It is thus highly unlikely that they will be able to utilize empowering strategies with their clients when they are supervised in a completely different way.
The above discussion of my interaction with my supervisees thus indicates that my models of therapyùsolution focused and narrative therapyùare highly similar to my model of supervision. Just as a client who takes an active part in the
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