We take up three fundamental considerations: (a) regardless of supervisory perspective adopted, there is a common process to supervision session process; (b) supervision is a cyclical affair across sessions and, oftentimes, even within sessions; and (c) beginning supervisor trainees, whatever the supervisory perspective to which they will eventually subscribe, can benefit from having a simple conceptual way of thinking about the commonalities of supervision session structure. Although the supervision process (e.g., supervision stages) is a widely considered topic, supervision session process—the workings of each individual session—is comparatively a far less considered facet of the supervisor-supervisee interaction. But beginning supervisor trainees often struggle mightily with that very issue: They lack any sort of conceptual perspective on how to best proceed in the moment to moment unfolding of the supervision hour and can understandably feel anxious and awed as a result. We propose a simple, straightforward way of thinking about supervision session flow—the Supervision Session Pyramid—as a teaching tool for use in supervisor education. Reflecting an integrated amalgam of views, the SSP provides beginning supervisor trainees with an easily-accessible visual that (a) captures a common structure of session action that is trans-theoretically applicable and (b) accentuates the ever cycling and recycling nature of the supervisory experience. Thus, we recommend that the SSP be used as a discussion stimulus in the beginning supervision seminar, or even in the supervision of supervisor trainees, as a way to organize and galvanize thinking about supervision session process.

中文翻译：

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督导过程的共同过程：督导会话金字塔作为初学督导研讨会的教学工具

我们采取三个基本考虑： (a) 无论采用何种监管视角，监管会议流程都有一个共同的流程；(b) 监督是跨届会议的周期性事务，有时甚至是在届会内部；(c) 初级督导学员，无论他们最终会接受哪种督导观点，都可以从简单的概念性思考督导会议结构的共性中受益。尽管监督过程（例如，监督阶段）是一个被广泛考虑的话题，但监督会话过程——每个单独会话的工作——相对而言，在监督者与被监督者的互动中很少被考虑。但是，刚入门的主管实习生经常在这个问题上挣扎：他们缺乏关于如何在监督时间的每时每刻最好地进行的任何概念性观点，因此可以理解地感到焦虑和敬畏。我们提出了一种简单、直接的思考监督会话流程的方法——监督会话金​​字塔——作为用于监督教育的教学工具。SSP 反映了多种观点的综合融合，为初级主管学员提供了一个易于访问的视觉效果，该视觉效果 (a) 捕捉了跨理论适用的会话操作的通用结构，以及 (b) 强调了监督的不断循环和循环利用的性质经验。因此，我们建议在开始的督导研讨会中，甚至在督导学员的督导中，将 SSP 用作讨论刺激，