On disruption, disorientation, and development in clinical supervision: a transformative learning perspective

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Abstract
Might Practice Self (or therapist identity) formation in clinical supervision be profitably conceptualized as a transformative learning process? In this article, drawing on Mezirow’s (2000, 2003, 2006, 2012) transformative learning theory, we consider that question. We give particular focus to Mezirow’s ten-phase process of transformation, whereby identity becomes constructed, reconstructed, or reworked and propose that the process of transformation serves as a useful metaphor for thinking about the vagaries and vicissitudes of the therapist’s own Practice Self development. We then apply those ten phases to the therapist’s journey of becoming, providing a developmentally descriptive, process-driven narrative of Practice Self formation.

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