IJSP Number 3, 2021

105 Sometimes, students (mostly at beginner levels) idealized the therapist and imitated his/her way of practicing psychotherapy by copying the therapists’ verbal/non-verbal expressions. However, this is the natural process of learning. All learning of skills involves imitation as an initial stage of learning as the student gradually learns the skills and the concepts those skills embody. The identification of beginner-level therapists with experienced therapists’ stance might also be a defense against the vague, unclear, and less structured frame of psychoanalytic psychotherapy, which is often reported by beginner-level therapists as frightening. 7. CONCLUSION The one-way mirror method supervision is an excellent method to train therapists in different theoretical orientations, especially psychoanalytic psychotherapy. Since this method deviates therapy from a dyadic relationship between the therapist and patient to a triadic relationship by the introduction of observers as the third party, it brings about certain materials, defenses and dynamics both from the therapists’ and patients’ side. However, the supervisory relationship provides an excellent context for both parties to address such issues. The advantages of the one-way mirror method supervision significantly outweigh the classic post hoc supervision. Thus, this method of supervision should not be given up in favor of desperate clinging to “standards” [24]. REFERENCES [1] Bernard JM, Goodyear RK. (2009). Fundamentals of clinical supervision (4th Ed.) . Needham Heights, MA: Allyn & Bacon. [2] Gibson JA, Grey IM, Hastings RP. (2009). Supervisor support as a predictor of burnout and therapeutic self-efficacy in therapists working in ABA schools. J Autism Dev Disord, 39 (7), 1024-30. doi: 10.1007/s10803-009-0709-4 [3] Lambert MJ, Arnold RC. (1987). Research and the supervisory process. Professional Psychology: Research and Practice, 18 (3), 217-24. doi: 10.1037/0735- 7028.18.3.217 [4] Raichelson SH, Herron WG, Primavera LH, Ramirez SM. (1997). Incidence and Effects of Parallel Process in Psychotherapy Supervision. The Clinical Supervisor, 15 (2), 37-48. doi: 10.1300/J001v15n02_03 [5] Strozier AL, Kivlighan Jr DM, Thoreson RW. (1993). Supervisor intentions, supervisee reactions, and helpfulness: A case study of the process of supervision. Professional Psychology: Research and Practice, 24 (1), 13-9. doi: 10.1037/0735- 7028.24.1.13 [6] Rousmaniere T. (2014). Using Technology to Enhance Clinical Supervision and Training The Wiley International Handbook of Clinical Supervision (pp. 204-37).