‘Mitchification’ and Reversing Roles in a 360-Degree Solution-Focused Supervision Process: A Case Example of Client Directedness in a Higher Education setting.

This illustrative single-case self-study explores how a 360-degree solution-focused supervision (SFS) process can foster professional learning in a higher education context. The case centres on one recorded consultation between an educator and a nursing student, analysed through three sequential feedback loops: self-supervision, group supervision using the OASE model, and client-directed member reflection. Drawing on solution-focused principles and autopoietic theory, the study examines how resource-oriented inquiry, mandate sensitivity, and structured multi-perspectival feedback illuminate the ongoing tension between facilitation and gatekeeping in evaluative educational settings. Findings suggest that organising supervision as a layered, dialogical process enhances reflexivity, relational awareness, and clarity regarding dual professional roles. The neologism ‘Mitchification’ is introduced as a sensitising concept to describe moments in which supervisees leave supervision feeling expanded rather than reduced. However, client-directed feedback nuanced this experience: expansion for the supervisee did not automatically translate into clarity for the student. The study highlights both the promise and fragility of integrating SFS within institutional contexts requiring accountability. The case invites further empirical inquiry into multi-voiced supervision, client-directedness, and the conditions under which supervisory conversations enable professionals to leave strengthened rather than diminished.