Dialogical reflexivity in supervision: An experiential learning process for enhancing reflective and relational competencies

Abstract

A competency approach to supervision focuses on knowledge, skill, attitude-value, and relationship competencies. There is a dearth of research regarding the purposeful engagement in the processes of the supervisory relationship to develop therapeutic relationship competencies, including reflective capabilities. We propose that the supervisory relationship may operate as a transformational learning forum to enhance relationship competencies that can be transferred into therapy. A purposeful approach of dialogical reflexivity is proposed, whereby supervisors use the immediacy of relational engagement within supervision to develop supervisee relational competence. The challenges and research directions for using the supervisory relationship for transformational learning are explored.