IJSP Number 3, 2021

13 - the group cohesion stage; - the group development stage; - the terminal stage, the concluding stage for the interactions between the supervisor and the participants. In other words, the developmental stages of the supervision group seem to reproduce the stages of human development: childhood, youth and maturity. The objective is to underline the contents of each stage of development for the supervision group mentioned by us as correlated with the contents of the supervisory relationship development as described in the SAS model presented by Holloway [1] and in the Developmental Approach of supervision described by Hawkins & Shohet [2]. 4.1. THE SAS MODEL AND THE FIRST DEVELOPMENT STAGE OF GROUP SUPERVISION The SAS Model, the Systems Approach to Supervision [1] was built to help supervisors have a visual map from the perspective of strategic factors that influence learning in supervision. The 21 st century was marked by the revision of supervision models and the SAS model, based on social roles, was also revised by the author from the perspective of the skills aimed at being developed in supervision. The model refers to 7 important factors in supervision that intersect on the supervisory relationship factor. Thus the following factors are delimited [1, p. 603]: - Client - with the characteristics: client characteristics, diagnosis and goals, psychosocial history, social support and counselling relationship; - The supervisee – with his/her counselling experience, theoretical orientation, learning goals and style, cultural values, interpersonal style; - The supervising tasks: counselling skills, case conceptualization, professional role and ethics, emotional awareness, self-evaluation; - The supervisor functions represented by: monitoring/evaluating, instructing/ advising, modelling, consulting and supporting/sharing; - The supervisor with his/her professional experience, professional role, theoretical orientation, cultural worldview and interpersonal style; - The organization properties: mission and values; organizational structure; performance; management system; culture and climate and professional standards and ethics The supervisory relationship is the core of the SAS model and thanks to it the conditions for effective learning are created for the supervisee. Therefore, we are talking about a learning alliance established between the supervisor and the supervisee; supervision is learning and promoter both for the supervisee’s lifelong learning and for self-learning - seen as a skill that must be cultivated in the supervisee starting with the training program and continued in supervision and throughout his/her life.