Navigating the 'Stuck Points' in Counselling Supervision: What to Do When Progress Stalls
In the journey of clinical supervision, moments of progress and reflection are common. But sometimes, both supervisees and supervisors encounter “stuck points”—periods where development seems to slow, insights feel elusive, and growth feels stagnant. These points can be frustrating for everyone involved, especially in therapy supervision where the stakes are high for both client outcomes and professional growth. Fortunately, by identifying common reasons behind these plateaus and employing effective strategies, clinical supervisors can reignite a supervisee’s development.
Understanding Stuck Points in Therapy Supervision
Plateaus in therapy supervision can happen for several reasons. Perhaps the supervisee feels they’ve exhausted their strategies, or they may be struggling with self-doubt or imposter syndrome. Other times, a supervisee may find that they’re repeatedly encountering similar client issues but feel ill-equipped to handle them. These challenges can be more pronounced in both group supervision and dyadic supervision, where dynamics and expectations may vary.
Commonly, supervisees hit a plateau when they face:
Repetitive Client Issues: When supervisees encounter the same types of challenges repeatedly, it can feel like they’re not learning anything new.
Confidence Issues (Imposter Syndrome): Particularly in fields like CRPO supervision, new therapists might question their own abilities, fearing that they are not equipped for the work they’re doing.
Unclear Goals: Without a clear vision of what they want to achieve, supervisees may feel as though they’re drifting rather than moving forward.
Difficulty Accepting Feedback: At times, supervisees struggle to integrate constructive feedback, feeling criticized rather than supported.
Addressing these issues effectively requires both creative problem-solving and a structured approach to goal setting.
Asking the Right Questions: Breaking Through Stagnation
One way supervisors can support supervisees is by asking open, reflective questions that invite them to think deeply about their practice. These questions encourage supervisees to explore their own motivations, biases, and assumptions, leading to breakthroughs that shift them out of their rut.
Here are some specific questions a CRPO supervisor or clinical supervisor might ask:
"Can you walk me through a recent case that feels especially challenging to you right now?"
This question prompts the supervisee to pinpoint specific cases that feel overwhelming or repetitive, allowing both parties to examine what aspects of the case are causing difficulty."What about this work excites you, and where do you feel most hesitant?"
By focusing on both the exciting and challenging aspects of their work, supervisees can begin to understand where they feel competent and where they may be feeling like an imposter."Is there an area where you feel you’re relying on old strategies, and if so, what might a new approach look like?"
This encourages the supervisee to recognize patterns in their own practice and to envision alternative approaches."How would you feel if you gave yourself permission to explore an untested approach in your next session?"
This question challenges the supervisee to think outside their comfort zone and helps build their confidence in trying new things.
By guiding supervisees with these kinds of questions, supervisors can foster a supportive environment where supervisees feel safe to experiment and grow.
Preparing for Supervision: How Supervisees Can Maximize the Session
upervisees play a critical role in moving past stuck points. For group supervision or dyadic supervision to be effective, it’s helpful if supervisees come to sessions with a clear picture of the challenges they’re facing. Encourage supervisees to prepare by:
Bringing Specific Cases or Themes: Before the session, supervisees should reflect on recent cases that stand out—especially those that feel stagnant. Writing down a few notes on what specifically feels challenging or repetitive can help guide the conversation.
Framing Their Feelings: Supervisors can ask supervisees to name and describe any emotions they have around these stuck points. If imposter syndrome is a factor, the supervisee might note where they feel inadequate or hesitant, allowing for a richer, more vulnerable conversation.
Identifying Learning Goals: Encourage supervisees to think about what they hope to achieve or gain from the supervision session. Whether they’re looking for new techniques, validation, or support in goal-setting, articulating these objectives gives structure to the session and helps the supervisor know where to focus.
Final Thoughts: Supporting Supervisees Through Stuck Points
Stuck points in therapy supervision are inevitable, but they don’t have to be permanent. By asking thoughtful questions, encouraging supervisees to bring clear issues to supervision, and using narrative and goal-setting techniques, clinical supervisors can help supervisees find renewed purpose and direction. Breaking through these plateaus not only benefits supervisees but ultimately enhances their effectiveness with clients, making the effort invested in overcoming these stuck points deeply rewarding for all involved.
