IJSP Number 2, 2020

74 unconscious competence that leads to the stage of experience in this kind of intervention. There are a number of variables to manipulate in the direction of discovering those elements, which lead to the following: 1. The supervision relationship is a stage: in the beginning it is didactic, supportive, it supports the development of supervisee’s skills; as the relationship evolves, the focus is on the performance that the supervisee is expected to achieve; towards the end of this relationship elements of advisory type appear, elements that contain information about process, dynamics and less about the result in this framework of supervision. 2. The supervision relationship can be individual or in group. This leads to greater or lesser efficiency of supervision activity [3]. The number of participants in the supervision sessions, the degree of difficulty of the cases presented and the planning of other activities for filling dead times (incidental lack of cases, the supervisee not having a number of clients in psychotherapy in the beginning) are taken into consideration. 3. The supervisory relationship with a practical-applicative component, where the supervisors provide relevant information to deal with work difficulties encountered by the supervisee, focusing more on some topics and less on others. At the moment, the Romanian Psychologists’ College insists on the quality of training, emphasizing the learner’s motivation to be better. The draft bill sent to Parliament for approval stipulates that professional development and access to the profession take place on the basis of specialized theoretical examinations and national exams corresponding to the professional stage. For the supervisee there is a need for a well-structured volume of knowledge, resulting both from the translation of some reference works, as well as from the major contribution of some outstanding representatives of the Romanian school of psychology. The professional supervision process - being a complex commitment, characterized by multiple roles and activities - providing supervision services at a higher quality level is becoming a big challenge. The Romanian Psychologists’ College is also focusing on the professional quality of supervisors, which has so far been less subjected to attention. The emphasis is on both the professional development stage of those who become supervisors and the competencies that a supervisor - ideally - should have. The statute of supervisor psychologist gives the psychologist the right (independent psychologist / specialist) to supervise the work of pear psychologists, in line with the competencies they need to develop. Although supervision is considered to be the core of the emotional and ethical psychotherapeutic practice, the knowledge we currently possess about what is the proper supervision, the number of competencies and abilities needed to adapt the supervisor’s approach and style to the individual needs of supervisees are rather limited.