Rescuing the Thought From the Thinking of It: A Duoethnographic Study of the Effects of Narrative Letter Writing in Clinical Supervision

This article explores the creative use of narrative therapy letter-writing practices in the clinical supervision of a therapist-in-training, focusing on the shared experiences of a supervisor and supervisee. Using duoethnography, the authors exchanged 54 narrative supervision letters during an 8-month practicum. Supervision requires balancing evaluation and teaching while fostering a supportive relationship that facilitates growth. Drawing from narrative therapy’s rich tradition of letter-writing, clinical supervision literature, and adult education theory, the authors examine the impact of this practice on clinical skills, identity, and supervisory relationships. Data collection consisted of in-depth conversations conducted with a single facilitator. Thematic analysis revealed six key themes: Pedagogy, Adult Learning, Narrative Concepts, Identity Development, Relationship Development, and Power Dynamics. By sharing their letters and insights, the authors highlight the transformative potential of narrative practices in supervision and aim to inspire others to adopt similar experimental approaches that enrich both supervisory relationships and clinical education.