Bernard and Goodyear (1998) provide much information regarding processes and issues in supervision. Among them is the importance of the supervisory relationship. In this relationship trust between supervisor and supervisee is something to be earned over the course of supervision in the internship, but is a vital element to intern development as it influences how much they disclose about their client/counselor interactions. It is important to the intern to feel that he or she is liked by the supervisor, which provides an even playing field from which to work on their skills in a professional and neutral environment. Occasional moments of interpersonal interaction can go a long way in alleviating this particular anxiety, especially given the evaluative nature of the relationship.
Additionally, interns are likely to have high anxiety initially, both in working with clients and the supervisor. This anxiety is enhanced or moderated by the intern's maturity level, previous experience, personality, and relationships with clients and supervisor (Bernard & Goodyear, 1998).
The evaluative nature of the supervisory relationship and its connection with the academic climate can exacerbate anxiety. While an optimum level of some anxiety enhances performance, too much anxiety can be debilitating. Communication of awareness and understanding of this to the supervisee and pointing out instances when anxiety might be interfering or disrupting intern performance can be effective in lowering anxiety levels (Bernard & Goodyear, 1998).
Supervisees need to feel competent, which is our reason for emphasizing a strength-based approach (beginning feedback by focusing on strengths first). However, they also want honest feedback about what they can do to improve their performance. Incorporating both aspects into supervision will likely enhance trust in the relationship as the intern perceives they are being treated honestly and fairly.