Attachment, learning and embodied reflective practices in clinical supervision

ABSTRACT

In counselling psychology training, the course content has the potential of eliciting emotional triggers for both students and instructors. The degree to which supervisors are effective in noticing and acting on emotional processes is important when working with intense emotions in supervisory alliance. The aim of this article is to provide a framework for clinical supervisors that aid in supporting secure base behaviours in supervisees. Discussion of attachment and learning theories, and suggested specific embodied strategies such as presencing and self-reflective practice are highlighted as potential aids in the supervision process.

KEYWORDS:

• Supervision
• counselling education
• embodied practices
• attachment theory
• learning theories

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Maria Stella

Dr. Maria Stella supports faculty, students and professional staff to develop and implement effective delivery of the MEd in School Counselling program. Maria also offers clinical supervision for the Master of Counselling program. Her research interests include emotional regulation; somatic psychology; contemplative practices in health and counselling education.

Jill Taggart

Dr. Jill Taggart is responsible for providing leadership the clinical operations as well as for supervising clinical professionals of OneSky Community Resources. Jill is an associate faculty at City University teaching master of counselling students. Her research background is in attachment theory, human/dog relationship, and disorganization in families.