In the dynamic landscape of supervision, understanding the phrase "I've tried that" requires a nuanced exploration. We may assume, based on this response, that the intervention was ineffective. Taking the supervisee’s response at face-value, we often continue offering alternative suggestions until we land on one our superisee responds positively to. However, I have learned over the years that the “I’ve tried that” response is a rich place to explore, revealing many facets of the supervisee’s self-reflective practice, conceptualization skills, confidence, and needs. It is not just a phrase, but a subtle signal that suggests a need to slow down. Otherwise, rushing past this response could mean missing vital learning opportunities. As supervisors, we NEED to listen more attentively and look beyond the spoken message to uncover deeper needs.
Examining What Happened
The very first thing I do after my supervisee says “I tried that” is ask “what happened next?” My aim here is to gather information to better understand what the supervisee’s expectations were, and why they perceived the intervention to be ineffective. I want to know how the client responded (both verbal and non-verbal responses) as well as how the supervisee felt inside. This information starts to illustrate a more detailed picture of the process occurring between supervisee and client.
Then Back Up
Now that we know what happened, we want to gather more information about how it happened. It is here we want to clarify the supervisee's implementation. Asking your supervisee exactly how they implemented the intervention will help them retrace their steps and evaluate their delivery. This deliberate exploration may reveal subtle errors in the application, or you may find that the timing was misjudged. In both instances, there is an opportunity for the supervisee to engage in deeper reflection, refine their intervention skills and gain a greater appreciation for the art of therapy.
Explore Supervisee Factors
Another crucial element to explore is therapist (supervisee) factors. What about the supervisee might have created a barrier? Do they have unrealistic expectations, misaligned goals, personal biases, or lack of enthusiasm for the modality? Were they feeling tired, unwell, or burnt out? Do they have any unaddressed countertransference that may be interfering with the success of the intervention? Exploring these factors will help enhance the supervisee’s self-reflective practice, and encourage them to always turn inward when they face challenges in therapy.
Explore Client Factors
Encourage your supervisee to go back to the drawing board and revisit their conceptualization of the client. What client factors may be impeding progress or intervention effectiveness? What stage of change is the client in? Are there unexplored transference issues getting in the way? Assist your supervisee in identifying any additional elements that may require an adjustment of their conceptualization and treatment plan. For instance, if a client has recently been diagnosed with a cognitive impairment, they may need support completing written homework assignments. Exploring client factors may help reveal the need for a tailored approach to intervention application. Encourage your supervisee to be flexible by asking “is there any way you might modify the intervention to better suit the client’s needs?”
Listen to Your Supervisee
Sometimes “I tried that” is a subtle way of saying “I need this to be more collaborative.” Supervisees may be reluctant to clearly communicate the type of support they need from you which can result in passive rejection of your suggestions. You may ask your supervisee if they have any ideas on how you might best support or guide them in the management of their case. This will signal that you welcome feedback, giving them an opportunity to practice self-advocacy.
Next Steps
Once the layers have been uncovered, the next steps become more than mere directives. Providing additional resources, exploring tailored interventions, offering diverse forms of support, reevaluating the fit between supervisee and modality, and revisiting training goals all become part of a collaborative growth process. This approach reframes the challenge as a stepping stone, emphasizing learning over directives.
Deeper exploration of the response "I've tried that," has the potential to be a transformative journey. It's a journey that urges supervisors to slow down, to listen, and to embrace the richness of the supervisory relationship. In this deliberate exploration, growth thrives, and the supervisory space becomes a fertile ground for learning, reflection, and professional evolution.
