IJSP Number 3, 2021

14 References to the importance of the learning alliance are made from the establishment of the supervision contract objectives, on the basis of which the desired competencies are formed and exercised, desired to be achieved in supervision and evaluated at the end of supervision. The learning alliance, we believe, is a dynamic balance between the tasks and functions of supervision, but in order for a balance to exist in a dynamic of continuous development of the two actors (supervisor and supervisee), it requires the supervisor’s attention in managing all the factors involved in supervision mentioned in the SAS model. In a supervision group, the supervisor’s attention is focused on the learning needs of each supervisee in the group and on a reflection on the questions mentioned for the supervisor. This is the challenge and the source of a permanent professional development for the supervisor, who in turn learns and achieves a guided self-learning, without eluding the characteristics of adult learning. The building and development of a learning alliance in supervision covers all areas of transversal competencies from the standard of professional training proposed for the therapist [12] considering, however, that during the stage of group cohesion, the supervisor first takes into consideration the transversal intellectual competencies (including outlining and exercising specific competencies derived from transversal ones) and the methodological transversal competencies. The field of transversal intellectual competencies was previously briefly presented, thus the field of methodological transversal competencies must also be presented, as using: - efficient work methods from which the managerial competency derives; - information and communications technology (ICT) which leads to the ICT competency in therapy and professional development. At the beginning of the supervision process, participants request more or less direction in the methodological plan of therapeutic techniques and interventions, they request therapeutic intervention recipes and thus, the need for the field of transversal methodological competencies is observed in the supervisee. On the other hand, the supervisor doesn’t establish only transversal and specific methodological objectives, but also guides supervision across other fields of competencies, a situation perceived by the supervisee as sometimes frustrating. Frequently, the supervisee formulates his/her declarative supervision needs focused on the intellectual and methodological field, and the supervisor aims, in addition to fulfilling the needs mentioned by the supervisor, to the other areas of transversal competencies: personal and social; and communication competencies! The supervisor is suggested flexibility in exercising the roles and functions of supervision, not to circumvent the supervisee’s needs (often expressed as learning needs), but also to have an overview to stimulate learning in other areas of competency.