Supervision: A Developmental-Relational Approach

Abstract

Research suggests that supervision that “matches” the supervisee's structure and style is more responsible than any other factor in determining successful outcome (Bernard & Goodyear, 1992; Stoltenberg & Delworth, 1987). This article presents a developmental-relational model of supervision that offers theoretical and practical support for understanding the supervisory experience. It offers suggestions as to how supervisors may effectively meet supervisees’ relational learning styles as well as more fully identify their own. The article also discusses the implications of the interrelationship between different structures and styles and the influence of fixated positions on the supervisory relationship.

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