ABSTRACT
This chapter focuses on how differences between therapeutic models might influence the ways in which supervision is likely to be conducted. This is against the background of differences in style and understanding between therapists of the same theoretical persuasion. Models discussed include psychodynamic (drive theory, object relations, Kohut’s self-psychology, projective identification and counter-transference) person-centred, cognitive-behavioural (Padesky, Beck) and systemic (post-modern and constructivist approaches). There is discussion of the change processes inherent in different models which impacts on the approaches taken to supervisee learning and development. The differences are illustrated with sample extracts from supervision sessions.
