IJSP Number 1, 2019

69 considered to be more of a mentor. He/she is an experienced adult, not just a teacher; supervision is apprenticeship, a stage during which therapists learn to be professional adults. Supervision sessions are more often shaped by people involved (psychotherapist, supervisor, client, colleagues) and by the environment in which these take place. Discussions on the supervisee’s work, about his clients, with who he/she faces problems in the psychotherapeutic process, are involved in the supervision process. No one is perfect in all situations, but by knowing one’s straight or weakness, the therapist may work on these, may understand oneself, and may develop the knowledge of one self and others. Keeping in mind the therapist relation with the client and the therapeutic process, as related at the beginning of this paper, in the next section the need for supervision is analysed in a case involving a challenging client. Clients and therapists have their own history which can be brought in the therapeutic process, certain patterns may be reactivated in certain situations with certain clients, and thus the need to solve one’s issues is inevitable. 2. CASE STUDY The case presented involves the client S., who accepted to become an example in this paper. The case is treated from the integrative strategic perspective of the therapist-client relation, with all the difficulties met during therapy, which determined a complex self/analysis and in the presentation of this case to the supervisor. Miss S., aged 18, came to therapy at the recommendation of her parents, mentioning some states of “finding oneself”, fear of people, of the harm people around us may cause and the fact that she didn’t know how to react, because she lacked trust in herself and her decisions, and with a desire to love herself more. Her parents’ divorces when she was 5, she being left in her mother’s care. After her mother decided to remarry, a baby brother was born, whom she loved very much. S. is a pupil in the final high school year and is preparing for her final exams and for her application to the psychology faculty. During the first session and the next ones, she presented herself as being well raised, appropriately dressed, but shy and with a great need for affection. She was coherent in expressing her thoughts and emotions. She communicated little with her father, who also got remarried, but she felt the need, as she had mentioned to talk more to him, to receive more affection. Her relation with the mother was not a very close one, she being more at work when S. was at home.