1. I struggle to demonstrate authentic interest in supervisees' professional challenges and concerns.

2. My responses to supervisee sharing feel mechanical or superficial rather than genuinely engaged.

3. I find myself distracted or thinking about other matters during supervisee interactions.

4. Supervisees seem to sense that my interest in their development is more obligatory than genuine.

5. I have difficulty connecting personally with supervisees' professional experiences and growth needs.

6. I maintain emotional distance from supervisees' clinical and professional struggles.

7. My emotional responses during supervision feel inconsistent or unpredictable to supervisees.

8. I struggle to be emotionally present when supervisees are processing difficult clinical experiences.

9. Supervisees appear hesitant to share emotional aspects of their clinical work with me.

10. I find it challenging to provide emotional support while maintaining professional boundaries.

11. Supervisees seem guarded or careful about what they share with me emotionally.

12. I inadvertently create emotional environments where supervisees feel judged or criticized.

13. My emotional responses sometimes increase rather than decrease supervisee anxiety or stress.

14. Staff members avoid sharing struggles or mistakes due to concerns about my emotional reactions.

15. I struggle to create emotional conditions where supervisees feel safe to be vulnerable about their clinical challenges.

16. My emotional support varies significantly depending on my own stress level or mood.

17. I provide adequate support during routine situations but struggle during high-stress periods.

18. Supervisees receive mixed emotional messages that create confusion about my availability.

19. My emotional support feels conditional based on supervisee performance or behavior.

20. I have difficulty providing consistent emotional presence across different supervisees or situations.

21. I struggle to help supervisees process the emotional impact of difficult clinical situations.

22. My approach to emotional processing feels rushed or superficial rather than thorough.

23. I avoid or minimize discussions about the emotional toll of clinical work.

24. Supervisees seem to process their clinical emotions elsewhere rather than in supervision.

25. I lack skills or comfort in facilitating emotional processing during supervision.

26. My emotional responses during supervision demonstrate poor emotional regulation.

27. I struggle to maintain professional emotional composure during challenging supervisory situations.

28. My emotional reactivity creates additional stress for supervisees rather than providing stability.

29. Supervisees observe emotional regulation in me that contradicts what I expect from them.

30. I fail to model the emotional regulation skills I want supervisees to develop in their clinical work.

31. I have difficulty understanding or connecting with supervisees' emotional experiences.

32. My responses to supervisee emotions feel disconnected from their actual experience.

33. I struggle to demonstrate empathy while maintaining appropriate supervisory authority.

34. Supervisees report feeling misunderstood or emotionally disconnected during supervision.

35. I find it challenging to attune to the emotional undercurrents in supervisory interactions.