IJSP Number 3, 2021

11 rediscuss relational expectations if dialogue transcends the boundaries of supervision and to remind that role expectations are based on competence. The authors Loredana-Ileana Vîșcu and Clifton Edward Jr. Watkins [10] underlined the importance of presenting to the therapist the competencies standard from the outset of supervision. The authors propose a standard of competencies for the therapist based on four areas of transversal competencies (intellectual, methodological, personal and social, communication), from which derive the specific competencies. One or more specific competencies can be deduced from each area of transversal competencies. For example, the area of intellectual transversal competencies includes as transversal competencies: - the search and exploitation of information, and corresponding to this transversal competency is the therapist’s specific competency to be informed about the psychotherapeutic studies corresponding to his/her therapeutic orientation and not only; - problem solving, and corresponding to this transversal competency is the specific competency to solve issues that appear during the therapy session, in the supervision session; - critical thinking, and corresponding to this transversal competency is the specific competency to think critically in therapy, in the supervision session; - practicing critical thinking and corresponding to this transversal competency are at least two specific competencies identified: to be a research therapist and to learn how to learn. Transversal competencies and specific competencies for the other three areas of transversal competencies were also identified. Thus, we propose to attach to the supervision contract concluded between the supervisor and the supervisee, the list of competencies that are intended to be acquired at the end of the supervision, avoiding the supervisee’s conflicts or frustrations if the supervisor considers that those competencies are not acquired; and may suggest extending the supervision period or failing to carry out the supervision report for the stated objective reason (skills are not proven to have been acquired). Of course, the tools for assessing them also need to be specified. It is difficult to design a universal supervision contract, given the specific regulations in each country. 3.2. THE SUPERVISION CONTRACT The supervision contract, if it does not contain clear articles, most of the times it generates perplexities, anxieties, dissatisfaction, in the end even leading to the breaking of the supervision relationship. However, no standard model of the supervision contract concluded between the supervisor and the supervisee is found. For organizational reasons and to have a sort for control over supervisors and especially the number of supervisees assigned to each supervisor (for example, not more than 30, according to the Romanian Psychologists’ College), a