IJSP Number 2, 2020

76 emotions and feelings the supervise experiences at some point (dissatisfaction, powerlessness, lack of self-confidence) [5]. In the paper “Integrative Therapy 100 Key Points and Techniques”, Gilbert and Orlans appreciated that “when two people interact, two sets of organizing principles will always be in action to create an unique interaction. No one can be understood without paying attention to each other in the context of the relationship.” [7] Beyond the transfer or the countertransfer that can occur in supervisor- supervisee relationship, the supervision relationship is also a professional challenge. Because supervisor-supervisee relationship is not symmetrical, the supervisor’s position is superior, at the expert level (e.g.: “What is your need for supervision in this case?), can easily generate the role conflict in the working alliance. One can observe how a number of characteristics of the supervisory relationship are identical to those of the therapeutic alliance. 2. THE SUPERVISORY RELATIONSHIP - SUMMARY A quality supervision relationship involves a combination of attitudes, behaviours and supportive, facilitating practices, that consists of the supervisor’s empathy for understanding the difficulties and self-analysis the supervisee does. Facilitation is based on creating the “team” feeling between supervisor and supervisee. The facilitator behavior includes aspects such as empathy, warmth, understanding, validation, acceptance, attention, respect for the personal integrity and autonomy of the supervised. Quality supervisors are flexible, authentic, interested, experienced in therapy, have a sense of humour. A good supervisor facilitates learning including knowledge and experience relevant to supervised: feedback (structured feedback), constructive critique and encouragement, articulation of mutual expectations and goals of supervision as well as constructive confrontation. Weak supervisors are those who do not take into account the supervisee’s developmental level and are keen to reveal their competence in solving problems. Although supervisees and supervisors may not agree on what constitutes good supervision, the quantity and quality of supervision are considered by both sides to be an essential ingredient of training. A good quality of supervision can happen when the supervisor proves the ability to value work with a particular theory in a shared theoretical framework: when the supervisor and the supervisee discuss cases from the perspective of the same theory, the results are better. It is generally considered that personal development orientation is more valuable than focusing on technical skills in supervision [8]. The most sought- after supervisors are those who cultivate in the supervisee the feeling of