IJSP Number 2, 2020

42 psychologist’s competences exercised are: intellectual, methodological, communication, personal and social. The supervisor is focused on the supervision needs of his/her disciple and is flexible in selecting the most appropriate role: counsellor, professor or consultant in the supervisory relationship. Supervision is a period loaded with performance anxiety for the supervisee, which is why there is a need for guidance, guidance in the organization of the practice and in the activity of preparing the necessary documents. The supervisor provides clarity, sets boundaries, sets the supervisory framework, takes into account the learning factors, which influence the supervisor’s performance, emphasizes the supervisor’s reflection on ones behaviour, on the transfer and the countertransfer (with the client and with the supervisor). The dangers that lurk the alliance and the supervisory relationship are a priority for the supervisor. The supervisor has as an important resource the practice acquired in years, but the flexibility in selecting the roles of counsellor, professor and consultant is essential. Also, the supervisor is a facilitator and teacher for his / her supervised colleague, when s/he completes his / her documents. REFERENCES [1] Castonguay, L.G., Hill, C.E. (Eds.) (2007). Insight in psychotherapy . Washington DC: American Psychological Association. [2] Knowles, M. S. (1988). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Revised Edition . Cambridge Book Co; Revised edition (March 1988) [3] Vîşcu L.-I. & Popescu O.-M. (2017). Supervizarea în psihoterapia integrativă strategic [Supervision in integrative psychotherapy] , Iasi: Junimea [4] Vîşcu, L.-I. (2018). Supervizarea în psihoterapie. Instrumentele terapeutului supervizat , [Supervision in psychotherapy. The supervisee’s instruments] Bucharest: Universul Academic Publishing House. [5] Paloș, R; Sava, S; Ungureanu, D. (2007) . Educația adulților. Baze teoretice și repere practice. [Adult education. Theoretical and practical landmarks] Iasi: Polirom. [6] Vîşcu L.-.I , (2018). Constructivist theories of learning in psychotherapy and clinical supervision training programs, 1st International Conference „Supervision in psychotherapy” Proceedings, 22 June 2018, Filodiritto Editore, pag. 223-233, WOS: 000462188000034. [7] Vîşcu, L.-I. (2018). Modelul integrativ strategic de supervizare, [Integrative strategic model of supervision]. Bucharest: Universul Academic Publishing House. [8] Allphin, C. (1987) Perplexing or distressing episodes in supervision: How they can help in the ... Clin Soc Work J 15, 236–245 doi: 10.1007/BF00753603. [9] Bernard J.M. & Goodyear R.K. (2017), Bazele supervizării clinice, [Fundamentals of clinical supervision] trad. Raluca Hurduc, Bucharest: Trei.