It is not uncommon for postgraduate students to postpone or terminate their studies due to emotional and/or academic reasons. The purpose of this research–based article is to propose a specific supervision tool within supervision that may enable the supervisor to meet both academic and emotional needs of students. A qualitative approach was followed with a case study design. A combination of creative drawing and a personality profile was used as a method to guide twelve students towards a better understanding of themselves in order for them to be able to complete the course successfully. The results showed that specific selves are prominent during the supervision process that either motivate the students or act as barriers. Most "students had an external locus of control, but also a need to complete their" studies. Students became empowered in realising who they are and where their power lies in order to make the best possible decisions regarding their studies.