IJSP Number 3, 2021

17 - presentation of the supervision program, of the training modules (if the program also covers training modules during the supervision period) within the group supervision; - presentation of the supervision actors and their characteristics (values, environment, conceptions, the supervisor’s and the supervisee’s therapeutic orientation, gender differences, race, culture, etc., analogous to the supervisee’s clients); - presentation of the place where the supervision will take place, of the organizations where the supervisor, the supervisee, the client come from; - making the supervisees aware of the importance of the development phase of the supervisory relationship with: supervision contract, establishing the supervision alliance and the learning alliance; presentation of the therapist’s standard of competency; presentation of methods for evaluating the means of teaching / learning in supervision; presentation of the expectations of the supervisor and the supervisee. Here we refer to everything that is contained in the logic of supervision: content, teaching, learning, evaluation; - the supervisor’s attention on how s/he balances the game between power over and power with (discussed above); - the supervisor’s selection of the supervision models, s/he will use to guide the group supervision, their presentation to the group; - the supervisor’s selection of supervisory tools and their presentation to the supervisees; - presentation to the supervisees of the importance of peer supervision between two meetings of the supervision group; - awakening or cultivating the attitude of belonging to a supervision group and emphasizing the benefits obtained in a supervision group; - the emphasis on the part of the supervisor that group supervision is not a group therapy; - guiding supervisees by the supervisor in cultivating and practicing reflection as a competency used in the personal and professional development of both partners in the supervision relationship; - the supervisor’s attention to the supervisee’s anxiety and shame in the group format; - the supervisor’s attention focused on how s/he exercises his/her roles in accordance with the tasks of supervision (in all stages of development of the group and phases of development of the supervision relationship) etc. We do not claim to have fully presented what the supervisor should do in the group cohesion stage; surprises can appear at any time, hence the need for the supervisor to be open to challenges, to the new and to adapt to the process. We consider that the cohesion stage of the group corresponds to birth and childhood as equivalent in the stages of human development and lasts several months.