Even though consultation and supervision are technically different, what do they have in common? How might approaching supervision with the spirit of a consultant make you more effective with those you supervise?

How could appreciating a supervisee's motive for becoming a helper and choosing to work in the helping professions help you to better supervise him or her?

What other ways can the concept of "the dance" as an empathetic concept be applied to clinical supervision? How might this metaphor work into your style of clinical supervision? Staying with the "dance" metaphor, how can embracing other person-centered principles, like unconditional positive regard and congruence, impact the supervisory relationship?

Think about Yalom's assertion that therapy should be relationship-driven, not theory driven. Now consider applying this to supervision: Supervision should be relationship-driven, not model-driven. What benefits can be derived from taking this approach?

If you replace the word client with supervisee and the word therapist with supervisor in this quote, what do you notice? How might this apply to your approach to supervision?

What does "doing no harm" mean to you? Can you think of a time in your career when, either knowingly or unknowingly, you put a supervisee in harm's way? What lessons can you draw from this experience?

What is your gut-level reaction, as a supervisor, after reading these four cases? Before working further in the course, what does your common sense tell you about how each individual person would need to be approached in the supervisory context?

How do the pressures that come with being a supervisor affect your ability to practice empathy, unconditional positive regard, and other person-centered principles?

One of the prime skills for building empathy as a supervisor is to remember what it was like to be supervised. Can you recall one or more of your worst experiences with being supervised, whether in a clinical context or in a non-clinical context? One of your most positive? Reflect on how it felt to be in these dynamics. Remembering those feelings, and knowing what you know now, how can you use these experiences to inform your work with others?

What are the person-centered approaches that you see at work with Ms. V in this interaction? If you were in Ms. V's shoes, how would you react to this approach/the beginning of this supervisory interaction?

Think about the dichotomy of rules versus intuition. Which best represents your approach to clinical supervision, or do you embody both? Have you received feedback from your supervisees about which they most value?

What does feedback mean to you? What frightens you or concerns you about directly asking for feedback from a supervisee?

Have you ever used the question "What is this really about?" with a supervisee? What type of results did it yield? Is there another way to ask this question in a manner that works better with your style?

Think about the concept of repairing a rupture. When is the last time one of your life relationships had a rupture that was able to be repaired? What was helpful in repairing the rupture?

Do any of the models described in this section jump out at you as effectively describing the clinical growth of a professional you are entrusted to supervise? Which of these models seem to best describe how you developed as a counselor?

Looking back on your own experiences being supervised, what were some reasons you may have resisted being supervised? How can these experiences help you better empathize with your supervisees or those entrusted to your management?

What does self-care mean to you? How have you benefited from engaging in your own self-care as a professional? How would you share these benefits with a supervisee?