The Relational-Expressive Dual-Continuum Model of Clinical Supervisor Training

The literature on supervision training primarily focuses on helping psychologists become more effective supervisors of psychotherapy trainees. In contrast, the practice of supervisor training has received comparatively little attention. More guidance in this area would be helpful to address the challenges of working with supervisors-in-training (SITs), which involve managing a hierarchy of supervisory relationships and varying developmental levels. Accordingly, a new dual-continuum model is offered as a way for supervising psychologists to gauge the most appropriate relational (directive vs. autonomous) and expressive (challenging vs. supportive) focus across four conventional stages of SIT competency development (beginner, intermediate, advanced, and proficient). By identifying the most developmentally appropriate relational/expressive nexus, the Relational-Expressive Dual-Continuum Model may help guide supervisors to more effectively respond to the needs of SITs, thereby enhancing outcomes for all participants in the supervisory hierarchy. Public Significance Statement Safe and effective supervision requires that supervisors be competently trained. While there is a large literature on supervisor development, there is little specific guidance for psychologists who train supervisors as a specialized area of practice. In an effort to enhance the training of clinical supervisors, a dual-continuum model addressing the relational and expressive needs of supervisors-in-training over the course of their professional development as supervisors is presented.