IJSP Number 2, 2020

55 awareness of the disquiet felt as the therapy day approached, of the lack of disposition to face it, as well as of the fact that, at times we even postponed the actual therapy session. Communicating with the supervisor about this uneasiness lead to the awareness of the parallel process with a particular client. The therapist found oneself in the client’s life history, and the traumatising content circumscribed by the relationship with the mother and the younger sister. Unhealed early childhood wound led to an identification with this client, as an older sister. Running away from the past, meant an incapacity to stay focused on the client. As soon as the therapist’s needs had been dealt with in the supervision process, continuing the client therapy free of any anxiety became possible. In a recent study where “the supervision pyramid” is conceptualized, [3], [6] Watkins, Viscu and Callahan integrated three aspects characteristic to the supervision process. These three aspects are described as follows: supervisor skills and interventions, the supervisory relationship and the supervisor’s person and personhood. They have a pyramidal disposition and their purpose is to stimulate the supervisee towards learning experiences that should lead to symptoms reduction and client optimisation. [6] “Modelul integrativ strategic de supervizare” is a reference work in supervision literature. In this work, the author presents supervision in the context of the learning experience and professional skills practice. According to this author, the trainee, the supervisee and the supervisor find each other in a space where the nature of their shared skills enables a standard of experience specific to integrative- strategic psychotherapy. These skills also have a pyramidal disposition. At the base there are four fields with transversal skills (the four fields are: intellectual, methodological, personal/social and communicational). On the next level one finds the general skills common to the trainee and the supervisor, whereas on the last level those skills specific only to the clinical supervisor authorised for specialist's training, close the pyramid. Consequently, the professional standard framework for therapists and clinical supervisor, places the skills pyramid in the centre of the supervision process, envisioned as a step by step process from beginner to expert status. Nevertheless, supervision conserves a lifelong learning characteristic, since it is considered a learning activity and experience built-up process in a permanent need of actualisation, in order to maintain relevance in the face of an ever-changing context [4]. According to Vîșcu, L. [4] the supervision relationship represents for the therapist and the supervisor learning in an appropriate climate. Using a transposition of the integrative-strategic supervision model, one could argue that this relationship represents the learning space/ classroom, with the actual learning being the process, whereas reflecting upon the case reproduces learning results. The author also states that the learning experience products, seen as key-points of the reflection in supervision, parallel processes, enactments, power triangles, resemblances between therapy and supervision at the structural and interpersonal level, followed by accepting the reality of all these elements and an awareness as