IJSP Number 3, 2021

10 - Does s/he have flexible supervision tools, does s/he adapt to the needs of each supervisee in the here and now? - Does s/he have a perspective on what it means to teach adults s/he works with? How does the supervisor approach the experiential perspective of learning in adult supervision? - Does s/he have the necessary skills to manage parallel processes, enactments, power management during supervision with a therapist in the context of the group supervision format? - What are the conditions required by the forums governing supervision in psychotherapy? etc. The list of questions can be much longer and sometimes the supervisor will find that unforeseen issues arise during supervision, and each supervisor will think of answers to these questions, always considering the scope of supervision, to be there for the therapist’s and the client’s benefits. Group supervision in psychotherapy must include a certain number of hours regulated by the forums responsible for training in psychotherapy in each state, country, the number of hours of individual supervision also being regulated. For example, in Romania a minimum number of 150 hours of group supervision and a minimum of 50 hours of individual supervision are required. 3. SUPERVISION CONTRACT 3.1. SUPERVISION CONTRACT AND COMPETENCIES A supervision contract includes or should include references to expectations about the roles and functions of supervision, and it is the supervisor’s duty to make sure that the supervisee with whom s/he will sign the supervision contract knows what is expected of him/her, knows the criteria by which s/he will be evaluated during and at the end of the supervision process and that the supervisee knows the limits of confidentiality. Inskipp, F. and Proctor, B. [11] considered the supervision contract as being essential in establishing a manner of being with between the supervisor and the supervisee in the supervision relationship. Inman, A. G., & Ladany, N. [12] mentioned that the supervisor and the supervisee negotiate rules, regulations, norm and how they engage in supervision; this negotiation of norms reduces anxiety and increases the supervisee’s trust in supervision, in the supervision relationship. Friedlander [13] emphasized the need for the supervisor to pay attention to the changing nature of the supervision relationship, to discuss with the supervisee the objectives assumed when supervision is moving in other directions, to