ABSTRACT
The authors of the chapters in this part have highlighted a number of themes related to supervising in very complex contexts. First, there is the importance placed by supervisors on their part in contributing towards the development of a safe context for learning and risk taking. Second, that supervision involves the supervisor owning and sharing her or his knowledge and expertise in a direct way (e.g. “this is what I think”) as well as the eliciting of knowledge and expertise from the person supervised. Third, that it is crucial to hold in mind the need to explore matters relating to the professional network. Fourth—and perhaps this is an increasingly vital issue in a multicultural society—that the sociopolitical-cultural context needs to be considered as part of, and not marginal to, supervision and therapy processes. Last, there is the recognition of the importance of encouraging supervisee self-reflexivity, a task of supervision that would hardly have been acknowledged as such ten years ago.
