Mary Lee Nelson's research while affiliated with University of Washington Seattle and other places

... Therefore, counselor educators could assign students to use the various exercises outlined in the two books as a means of helping counselor education students understand shame, guilt, shame resilience, and self-compassion as well as build shame resilience. Ladany et al. (2005) created the Critical Events in Psychotherapy Supervision: An Interpersonal Approach model to process shame with supervisees. The model focuses on four areas: (a) the supervisory working alliance; (b) the signal that a critical event is about to occur; (c) creating an environment for exploring shame; and (d) achieving a resolution. ...

... As supervision bugaboo, role ambiguity refers to vagueness, unclearness, or confusion about what supervisor and supervisee are to do during supervision (Ladany et al., 2016); may we engage in ambiguity bugaboo banishment at supervision's beginning. Let us fully and completely consider Table 1 A supervisor's checklist: actions contributing to a constructive supervision beginning Role Preparation Define supervision (the 'what' and 'why') and its frame (e.g., length, duration, frequency); Define and discuss supervisor and supervisee expectations; Define and discuss the supervisor's and supervisee's role in supervision; Educate supervisees about the process of supervisee development; Define and discuss the supervision power differential; Consider difference and diversity and their potential supervisory impact; Provide clarity and transparency about supervisee evaluation (i.e., formal evaluations); Provide session by session feedback to the supervisee; Use a supervision agreement as a facilitative tool to organize Role Preparation discussion. ...

... Psychology and behavioral sciences introduce the concept of feeling misunderstood as related to 21 different topics including: therapy/counseling (Appelbaum, 1990; Barkham & Shapiro, 1986;Davies, 2004;Derlega, Mcintyre, Winstead, & Morrow, 2001;Doxsee & Kivlighan, 1994;Elliott, 1985;Fuller & Hill, 1985;Hamburg & Herzog, 1990;Jacobs, 1991;Lewis, 1995;Miller, Gilinski, Woodberry, Mitchell, & Indik, 2002;Minden, 2002;Muten, 1991;Nelson, 2002;Rapoport & Skellern, 1957;Strong, 2002;Weger, 2005), loneliness (Thompson & Heller 1990), counseling in middle schools (Gerler, 1991), marital difficulties (Rhodes, Hill, Thompson, & Elliott, 1994), interpersonal perceptions (Hatchett, Friend, Symister, & Wadhwa, 1997), selfdisclosure in siblings (Martin, Mottet, & Anderson, 1997), "controller personality" (Boldt & Mosak, 1998), perceived understanding (Martin, 1998), grieving children (McGlauflin, 1998), substance abuse (McMahon, Malow, & Penedo, 1998), validating anger (Paivio, 1999), addressing medical problems (Paton, 1999), using theater for interpersonal functioning (Wiener, 1999), schizophrenics (Barker, Lavender, & Morant, 2001;Brady, 2004), analyst fears (Bernstein, 2001), parents' concerns of prodigy children (Staley, 2002), eating disorders (Cockell, Zaitsoff, & Geller, 2004), bisexuality (Morgenstern, 2004), professional liability in adolescent psychology (Tuckman & Ferro, 2004), heterosexual love (Gilmartin, 2005), and memory and achievement (Kazen & Kuhl, 2005). An example from the broad topic of "therapy/counseling" is a qualitative study of family members of schizophrenics by Brady (2004) that found "family members feeling misunderstood and invalidated when shared pandimensional experiences are negatively interpreted" (p. ...

... All resistance is described as something that should be counteracted or minimized within the context of supervision, providing a stark contrast to the liberative, empowering conceptualization of resistance emerging in other disciplines such as sociology (e.g., Robinson & Schmitz, 2021). This negative portrayal coupled with power differentials within supervision can disincentivize mental health trainees from engaging in resistance because of fear that their experiences could be delegitimized (Burstow, 1992;Phipps & Young, 2014) or being punished (e.g., negative or withheld evaluation; Nelson & Friedlander, 2001). Because certain forms of (positive) resistance are not as accessible for some individuals based on their identities and privileges (Sundén & Paasonen, 2018), it is possible that individuals possessing multiple marginalized identities encounter additional challenges in the process of resistance within a supervisory context. ...

... to restore the torn or broken supervision relationship to good working order, to correct and ideally resolve the tearing (rupturing) event or events. As Ladany et al. (2005) and supervisee are able to resume working collaboratively with a potentially strengthened affective bond in place (analogized from Eubanks, 2022;. Repair of supervisee ruptures may largely be a function of supervisors' perceptions about the frequency × severity of the rupturing behaviors in question, supervisors' sincere and honest efforts to pause, consider, and reflect before acting (P-C/R-A) upon those perceived rupturing behaviors, and supervisors' sincere and honest efforts to set right the tear. ...

... While supervision is distinct from psychotherapy, there are a number of similarities (Neufeldt & Nelson, 1999), and supervisors can utilize different skill sets to address trainee difficulties (Wheeler, 2007). In certain instances, nonjudgemental reflection on the part of the supervisor may be sufficient to foster awareness in the trainee that a personal issue may be impacting their practice (Neufeldt & Nelson, 1999). ...

... Research aimed to examine all aspects of effective supervision (Barnett, Erickson Cornish, Goodyear, & Lichtenberg, 2007;Cohen-Filipic & Flores, 2014;Eley & Jennings, 2005;Falender, Shafranske, & Ofek, 2014;Kemer, Sunal, Li, & Burgess, 2018;Ladany, Mori, & Mehr, 2013;Worthington & Roehlke, 1979). Collaborative and safe supervisory relationship and unthreatening and supportive environment (Bernard & Goodyear, 2014;Ellis, 1991;Henderson, Cawyer, & Watkins, 1999;Ladany, Ellis, & Friedlander, 1999;Wulf & Nelson, 2000), considering supervisees' need (Ladany, 2014) is found as a critical component of effective supervision. These dimensions reveal the importance of the supervisor's behavior for effective supervision. ...

... Fourth, Nelson and Allstetter-Neufeldt (1996) pointed out that when the clients' problems arise from situational difficulties caused by external factors are best to be addressed by teaching, learning, and problem-solving methods; meanwhile, complex problems that involve enduring personal and interpersonal patterns should require more in-depth examinations and treatments for changing behavioral, cognitive, and/or systemic pattern(s). ...

... They did not permit relational aggression to permeate their relationships and cause undue strain on their female friendships. Had relational aggression been present, it would have likely led to depiction of disconnection among friends, a lack of emotional support, and those individuals would have been more likely to report depression or other types of psychopathology (Nelson, 1996). ...

... Anarchism and anarchist pedagogy are living ideas that speak to many of the issues that counselor educators find themselves having to contend with, such as power held in educational systems that foster racism, sexism, ableism, cissexism, heterosexism, classism, homophobia, and other attitudes and actions that disenfranchise many in order to consolidate power to only a few (e.g., McGee, 2020). In counselor education, there is a natural fit with anarchist pedagogy, as it shares commonalities with feminist pedagogy (LaMantia et al., 2016), critical pedagogy (Nelson & Neufeldt, 1998), and humanistic pedagogy (Purswell, 2019). These approaches can support the development of supportive and collaborative education while gaining a critical perspective of people in relation to political and social structures that hoard power. ...