Therapists should always strive to be aware of their personality type and how it could affect their clients. For example, a therapist with an introverted personality may have a more challenging time conducting therapy with extroverts. The therapist may also be more likely to feel overwhelmed by an extroverted client and may need to recharge more often than an extroverted therapist would. Still, the therapist could focus on understanding the extrovert’s thoughts and feelings while ignoring other areas of concern. The counselor constantly has a need for reflection and may feel overwhelmed when their abilities to sustain a healthy therapeutic relationship. Similar processes could occur within the supervision process that occurs between therapist (trainees) and their supervisors.

While different personality types may have different approaches to counseling these personality types also impact the therapist and supervisor relationship. For example, a directive supervisor could display a type A personality type. This person is authority-oriented, likes to feel in control, and works well with those who follow their lead. But how does this work for trainees who have type-A personalities? Does this condemn the supervision process? Is it less likely to enforce a collaborative style of therapy because either the supervisor or trainee is not open-minded about the client's needs or ideas for their own authority?

Let’s Switch Gears

A facilitative supervisor would be an example of a type B personality. This personality type is collaborative, empathetic, and socially skilled. The facilitative trainee would prefer a supervisor to allow them to make their own decisions while also being supportive and helpful in the process. Likewise, the facilitative trainee would be more likely to work with their clients to allow them to make their own decisions while also being supportive and helpful in the process. The facilitative trainee would work best with supervisors who address their strengths and resources rather than their problems, deficits, or limitations. The supervisor could adapt by maintaining an empathic stance while remaining non-judgmental towards the trainee.

So, when do personality types in supervision matter?

Personality does matter in supervision and even more in the therapy room. Supervision is an isomorphic process. In other words, the process of supervision is more likely to be a parallel to how trainees treat and conduct therapy with their clients. Supervision is more likely to be a parallel to how trainees treat and conduct therapy with their clients. This can be accomplished by supervisors’ ability to “meet trainees where they are” making it clear that no one will be blamed if mistakes are made; rather that progress is made through the shared experience of different personality types. The goal of supervision is to help trainees apply this idea to their life as therapists and make sure they are growing as professionals. Other buffers could include meeting with trainees frequently to provide constructive feedback on how they are doing and help them be aware of their personality strengths and weaknesses. Still, this is not to condemn trainees but rather to set specific, achievable short- and long-term goals that reflect personal values and their professional abilities.