IJSP Number 3, 2021

15 Forrest studied interpersonal competency (in 2008, 2010) and argued for the importance of emotional reflection in a relational context, and subsequently interpersonal awareness as a skill was included on the list of psychological competencies. Supervision has a great role from the perspective of the interpersonal awareness competency, because it allows understanding and greater self-awareness of the supervisee’s self, but it is also important for the supervisor to refine supervision functions (monitoring; training; modelling; consultation; support sharing) [16]. We would place interpersonal awareness as derived from the field of personal and social transversal competencies within the standard of competencies proposed for therapist training [10]. The following transversal competencies are included in this area of personal and social transversal competencies: - potential updating with the following competencies specific to the therapist - being independent; personal development; professional development; - cooperation with the following specific competencies - interacting, responsible from an organizational perspective. 4.2. THE SUPERVISORY RELATIONSHIP AND THE DEVELOPMENT STAGES OF THE SUPERVISION GROUP In the SAS model, the author Holloway [1] considers that the interstitial space of the supervisory relationship is the place where the other is known, but it is also a place of risk, opportunities, including learning. In the SAS model, the qualitative supervisory relationship is characterized by 3 elements: the interpersonal structure of the relationship described by power and involvement throughout the supervision functions (monitoring; training; modelling; consulting; support-sharing); the relationship development phase and the supervision learning contract. In the interpersonal structure of the relationship, power and involvement are discussed, concepts coming from social psychology to better understand human transactions and the rules governing formal relationships between people. Follett (in 1941) introduced the concept of power with , a psychoanalytic concept based on involvement. Involvement can also be considered as intimacy that includes attachment, the degree to which each person uses the other as a source of self-confirmation [17]. The basics of this power is seen in supervision not as an opportunity to control, but to empower supervisees to exercise their choices and self- determination. Power is in opposition to the supervisor’s responsibility to share knowledge at the expert level, to judge the supervisee’s performance, to act as a gatekeeper for the supervisee. Hence the supervisor’s challenge is to temper the power that would determine, if it is used excessively, the breaking of the supervisory relationship and to dose the power for the benefit of the supervisee by creating a learning environment.