"Moments of uncertainty. Not having the perfect answer. Feeling the edges of my competence. And yet, those moments turned out to be among the most formative. They reminded me-again and again-that the heart of our work is not mastery, but how we relate: to ourselves, to our clients, and to one another. In Schema Therapy terms, they brought me back to the importance of holding a limited reparenting lens, not just as a technique, but as a stance."
"At the level of process, I found myself consolidating ideas that had been forming over many years of clinical work. Teaching pushed me to read more closely, think more rigorously, and return to the empirical foundations of Schema Therapy with fresh eyes. It also required me to examine my own clinical assumptions-what I take for granted, what I avoid, and where I still feel stretched."
Therapeutic change depends more on relational safety than on technical expertise. Supervisory limits and moments of uncertainty often become formative, cultivating humility, presence, and clinical attunement. Supervision includes teaching, case discussion, and role-play, but process and relationship underlie lasting learning. Teaching encourages closer reading, more rigorous thinking, and renewed attention to Schema Therapy’s empirical foundations. Supervision requires examination of clinical assumptions, including what is taken for granted, what is avoided, and where competence feels stretched. Holding a limited reparenting lens operates as a stance rather than only a technique, guiding how space is offered, how uncertainty is responded to, and how guidance is balanced in group settings.
Read at Psychology Today
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