Dependence and Independence in Clinical Supervision

Abstract

Dependence and independence can pose important learning issues in clinical supervision. Dependence in supervisees is frequently defined as a problem, while independence is more likely to be valued and supported. The differential valuation of dependence and independence in the supervisory relationship reflects core cultural values which are embodied in traditional psychodynamic developmental theories. This paper explores the challenges to learning posed by supervisee independence, and conceptualizes these challenges using the developmental learning theory of L.S. Vygotsky, a Soviet Psychologist.

Key Words:

• Vygotsky
• dependence
• independence
• autonomy
• clinical supervision