IJSP Number 2, 2020

40 supervizat ” [Supervision in psychotherapy. The supervisee’s instruments], published by Vîșcu Loredana-Ileana in 2018 [4]. ii. Learning factors from an evaluative perspective The main factors that influence learning in supervision are also common factors in supervision [5, p. 68-69]: - The supervisor’s, the supervisee’s and the client’s styles; - The supervisee’s work context; - The supervisee’s learning styles; - Educating the supervisee to make the right decisions for his or her professional development; - Evaluation and monitoring within supervision, with two components: → Evaluation of the supervision process and the supervision resources (how is the content of supervision supervised; were the learning stages sequential? Was there any flexibility in presentation? Were supervisees stimulated?) → Evaluation for assisting learning in supervision with reference to the supervisor’s reflection: did the supervisor become more critical after the session? Did the session have an impact on the supervisee’s professional development? → iii. Reflecting on the case Through reflections one accesses metathinking, thoughts are brought to the surface and analysed “here and now” through “there and then”. In supervision reflection the following are observed: - Reflection on parallel processes: o Supervisees present themselves unconsciously to supervisors, as the clients presented to them in therapy; o Parallel processes are useful in supervision because, as the supervisee realizes the existence of parallel processes, in his relationship with the client and with the supervisor, the greater the understanding of the client’s dysfunctions becomes; o The more parallel processes are developed, the more the supervisee learns to interact with the client, just as s/he interacted with the supervisor; o The supervisee can enact the client’s unspoken content; o At the beginning of supervision, the therapist often presents issues that are common to him/her and the client; o Parallel processes are repetitive; o Parallel processes express cultural differences if the supervisor, the supervisee and the client come from different backgrounds; o The supervisee unconsciously exposes, in a similar manner, the issue as presented to him/her by the client. - Reflection on supervision relations according to power triangles.