Contributory factors to self-disclosure in clinical supervision: a meta-ethnography

Apostol, Alina Elena, Turner, Kellie, Hoshi, Rosa ORCID: https://orcid.org/0000-0002-3367-2327 and Pudduck, Aimee 2025. Contributory factors to self-disclosure in clinical supervision: a meta-ethnography. Clinical Psychology & Psychotherapy 32 (2) , e70068. 10.1002/cpp.70068

Preview

PDF - Published Version Available under License Creative Commons Attribution. Download (662kB) | Preview

Abstract

Research on supervisee disclosure in clinical supervision has predominantly focused on supervisees' tendency to withhold important information (e.g., negative feelings, perceived power differentials, clinical mistakes, personal issues and countertransference), highlighting a significant gap in understanding the factors that influence supervisees' self-disclosure. Self-disclosure, which is considered essential for supervisors to provide personalised feedback and tailored guidance, plays a critical role in effective supervision but remains underexplored in terms of its facilitators and barriers. This study addresses this gap by systematically exploring the contributory factors affecting supervisee self-disclosure within the context of clinical supervision. Using the principles of meta-ethnography, this systematic review synthesised findings from eight qualitative studies involving 180 participants (the sample ranging from 3 to 110). Through a thorough process of data extraction, translation, and synthesis, a conceptual framework was developed, positioning self-disclosure as a dynamic process shaped by the interplay between supervisory dynamics, contextual factors, and supervisees' internal experiences. Key factors influencing self-disclosure included the quality of the supervisory relationship, supervisees' perception of supervisors' personal characteristics, the emotional impact of self-disclosure on supervisees and power differentials. These findings highlight the relational and systemic factors shaping supervisee self-disclosure. Implications include strategies to improve supervisory relationships, reduce power imbalances and foster supportive environments. The study informs future research, enhances supervisory practice and guides training programmes to improve clinical supervision effectiveness.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Schools > Psychology
Publisher:	Wiley
ISSN:	1063-3995
Date of First Compliant Deposit:	2 April 2025
Date of Acceptance:	13 March 2025
Last Modified:	08 Apr 2025 10:00
URI:	https://orca.cardiff.ac.uk/id/eprint/177357

Actions (repository staff only)

Edit Item