International Journal of Supervision in Psychotherapy

Received: 07.02.2026; Accepted: 22.03.2026; Published: 15.05.2026

I have been given the privilege of sharing with you some of my most cherished beliefs and convictions and views about supervision, and I do so subsequently. Although there is a host of beliefs, convictions, and views that I could share, I emphasize eight that are most meaningful to me — what I consider to be my eight Anchors of Honor. These Anchors, while grounding and guiding my supervisory work, also reflect my way of honoring and holding in mind the awe and wonder of supervision itself, that grandly generative service with which we as supervisors are graciously gifted. What follows is an adaptation of two presentations, first, the Lectio Magistralis, an invited address delivered at the International Conference: Supervision in Psychotherapy, June 7th, 2025 [1], upon conferral of the Doctor Honoris Causa by the “Tibiscus” University of Timişoara (the greatest honor of my professional life) and, second, Spirit, Soul, and Struggle in Supervision, an invited keynote address delivered at the First Latin American Conference on Clinical Supervision, October 9th, 2025 [2].

supervision, anchor, honor, development, supervisee identity

1. Watkins, C. E., Jr. (June 2025). Lectio magistralis. Invited address delivered at the opening ceremony of the International Conference: Supervision in Psychotherapy (7^th), Timișoara, Romania.
2. Watkins, C. E., Jr. (2025, October). Spirit, soul, and struggle in supervision. Invited keynote address delivered at the First Latin American Conference on Clinical Supervision. (webinar)
3. Monroy, K. (2023). The development of an analytic mind, analytic identity, and analytic voice. Psychoanalytic Inquiry, 43(4), 258-268.
4. Rønnestad, M. H., Orlinsky, D. E., Schröder, T. A., Skovholt, T. M., & Willutzki, U. (2019). The professional development of counselors and psychotherapists: Implications of empirical studies for supervision, training and practice. Counselling and Psychotherapy Research, 19(3), 214–230.
5. Rønnestad, M. H., Orlinsky, D. E., & Willutzki, U. (2025). Exploring influences of supervision on psychotherapists’ professional development: Correlates across career-level cohorts. Counselling Psychology Quarterly, 38(2), 297–319.
6. Mathers, D. (2009). Introduction. In D. Mathers (Ed.), Vision and supervision: Jungian and post-Jungian perspectives (pp. 1–9). Routledge.
7. Watkins, C. E., Jr. (2025). Psychoanalytic supervision, a Self Psychology perspective: Disruptively constructive, constructively disruptive, generatively transformational. Psychoanalysis, Self and Context, 20(4), 513-517.
8. Fleming, J. (1967). Teaching the basic skills of psychotherapy. Archives of General Psychiatry, 16(4), 416-426.
9. Carroll, M. (2014). Effective supervision for the helping professions (2^nd). Sage.
10. Watkins, C. E., Jr. (2026). Integrating developmental understanding into psychoanalytic supervision: Siloed no more. American Journal of Psychoanalysis. (article in advance)
11. Saralegui, D., Steiner, V., & Valenciano, L. (2023). Affective processes in the supervisor-supervisee relationship as enhancers of the therapist training: Reflections from a scoping review of the psychoanalytic approach. In P. Fossa & C. Cortés-Rivera (Eds.), Affectivity and learning: Bridging the gap between neurosciences, cultural and cognitive psychology (pp. 627-644). Springer.
12. Watkins, C. E., Jr., & Scaturo, D. J. (2013). Toward an integrative, learning-based model of psychotherapy supervision: Supervisory alliance, educational interventions, and supervisee learning/relearning. Journal of Psychotherapy Integration, 23(1), 75-95.
13. Watkins, C. E., Jr., & Scaturo, D. J. (2014). Proposal for a common language, educationally-informed model of psychoanalytic supervision. Psychoanalytic Inquiry, 34(6), 619-633.
14. Watkins, C. E., Jr. (2015). Toward a research-informed, evidence-based psychoanalytic supervision. Psychoanalytic Psychotherapy, 29(1), 5-19.
15. Watkins, C. E., Jr. (2018). A unifying vision of psychotherapy supervision: Part III. Meta-values, meta-principles, and meta-roles of the Contextual Supervision Relationship Model. Journal of Unified Psychotherapy and Clinical Science, 5(1), 21–40.
16. Watkins, C. E., Jr. (2020). The common core of psychotherapy supervision essentials: A trans-theoretical elaboration. International Journal of Supervision in Psychotherapy, 2, 7-30.
17. Ellis, M. V. (2017). Narratives of harmful clinical supervision. The Clinical Supervisor, 36(1), 20–87.
18. Pawl, J. H., & St John, M. (1998). How you are is as important as what you do. . . in making a positive difference for infants, toddlers and their families. Zero to Three
19. Watkins, C. E., Jr. (2021). Rupture and rupture repair in clinical supervision: Some thoughts and steps along the way. The Clinical Supervisor, 40, 321-344.
20. Watkins, C. E., Jr. (2024) When supervisees rupture: Supervisor rupture reactions and repair—further thoughts and steps along the way. The Clinical Supervisor, 43(1), 42-69.
21. Lewis, W. C. (2001). Transference in analysis and in supervision. In S. Gill (Ed.), The supervisory alliance: Facilitating the psychotherapist’s learning experience (pp. 75–80).
22. Brown, C. (2010). Perspectives on difference in psychoanalytic supervision. Attachment: New Directions in Psychotherapy and Relational Psychoanalysis, 4, 275–287.
23. Brown, C. (2024). Beyond recognition: Rac(ing) in supervision: In relation to global majority therapists-in-training and its relevance to professional identity. In B. Ababio (Ed.), Intercultural supervision in therapeutic practice: Dialogues, perspectives and reflections (pp. 21-36). Routledge.
24. Hook, J. N., Davis, D., Owen, J., & DeBlaere, C. (2025). Cultural humility: Engaging diverse identities in therapy (2nd ed.). American Psychological Association.
25. Watkins, C. E., Jr., Hook, J. N., Zhang, H., Wilcox, M. M., Winkeljohn Black, S., DeBlaere, C., Davis, D., & Owen, J. (2025). Revisiting cultural humility in psychotherapy supervision: A descriptive status report. American Journal of Psychotherapy, 78(2), 103-113.
26. Gottlieb, M. (2021). The case for a cultural humility framework in social work practice. Journal of Ethnic and Cultural Diversity in Social Work, 30(6), 463–481.
27. Watkins, C. E., Jr., Hook, J. N., Owen, J., DeBlaere, C., Davis, D. E., & Callahan, J. L. (2019). Creating and elaborating the Cultural Third: A doers-doing with perspective on psychoanalytic supervision. American Journal of Psychoanalysis, 79(3), 352-374.
28. Watkins, C. E., Jr., Hook, J. N., Owen, J., DeBlaere, C., Davis, D. E., & Van Tongeren, R. (2019). Multicultural orientation in psychotherapy supervision: Cultural humility, cultural comfort, and cultural opportunities. American Journal of Psychotherapy, 72(2), 38-46.
29. Zhang, H., Watkins, C. E., Jr., Hook, J. N., Hodge, A. S., Davis, C. W., Norton, J., Wilcox, M. M., Davis, D. E., DeBlaere, C., & Owen, J. (2022). Cultural humility in psychotherapy and clinical supervision: A research review. Counselling and Psychotherapy Research, 22(3), 548-557.
30. Watkins, C. E. (2023). Incorporación de la humildad cultural y las pautas de humildad cultural en la relaciónde supervisión de la psicoterapia: Un compromiso y una promesa [Incorporating cultural humility and cultural humility guidelines into the psychotherapy supervision relationship: A pledge and a promise]. Revista de Psicoterapia, 34(126), 9-18.
31. Watkins, C. E., Jr. (2026). Incorporating cultural humility guidelines, Supervisee Version, into the supervision relationship. In H. C. Peters & M. M. Luke (Eds.), Interventions for anti-oppressive clinical supervision:Navigating critical praxis (pp. 57-60). Routledge.
32. Watkins, C. E., Jr., Hook, J. N., DeBlaere, C., Davis, D. E., Wilcox, M. M., & Owen, J. (2022). Extending multicultural orientation to the group supervision of psychotherapy: Practical applications. Practice Innovations, 7(3), 255–267.
33. Ellis, M. V. (2017). Clinical supervision contract & consent statement and supervisee rights and responsibilities. The Clinical Supervisor, 36(1), 145-159.
34. Ellis, M. V., Hutman, H., & Chapin, J. (2015). Reducing supervisee anxiety: Effects of a role induction intervention for clinical supervision. Journal of Counseling Psychology, 62(4), 608-620.
35. Watkins, C. E., Jr., Cadariu, I. E., & Vîşcu, L. I., & Rima Viliūnienė (2024). Psychotherapy supervision: An invitational, clarifying, educational, empowering, and transparent (ICEE-T) written agreement. American Journal of Psychotherapy, 77(4), 195-199.
36. Watkins, C. E., Jr., Ellis, M. V., Viliūnienė, R., Cădariu, I. E., Vîşcu, L. I., & Callahan, J. L. (2025). A written supervision agreement for psychoanalytic supervision? Psychoanalytic Psychotherapy, 39(1), 4-19.
37. Skovholt, T. M., & Rønnestad, M. H. (2003). Struggles of the novice counselor and therapist. Journal of Career Development, 30(1), 45-58.
38. Watkins, C. E., Jr. (2012). Psychotherapy supervision in the new millennium: Competency-based, evidence-based, particularized, and energized. Journal of Contemporary Psychotherapy, 42(3),193-203.
39. Bernard, J. M., & Goodyear, R. K. (in press). Fundamentals of clinical supervision (7th ed.). Pearson.
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43. Watkins, C. E., Jr. (2020). The psychotherapy supervisor as an agent of transformation: To anchor and educate, facilitate and emancipate. American Journal of Psychotherapy, 73(2), 57-62.
44. Watkins, C. E., Jr. (2022). On disruption and construction, reflection and reorganization in psychotherapist development: A taxonomy of transformative learning outcomes. Journal of Transformative Education, 20(4), 304–324.
45. Watkins, C. E., Jr., Davis, E. C., & Callahan, J. L. (2018). On disruption, disorientation, and development in clinical supervision: A transformative learning perspective. The Clinical Supervisor, 37(2), 257–277.