IJSP Number 3, 2021

20 For the supervisor, each meeting with the group is an opportunity to prepare, to analyze the development stage of each supervisee, the learning style, the choice of supervision tools and to think whether or not s/he needs one or more supervision sessions. Also, the supervisor remains attentive to the possible transfer processes initiated between the participants, especially at the beginning of the development stage of the supervision group, which can help or on the contrary, when therapist- client role play activities are suggested, role play useful in supervising the case. Towards the end of the development stage of the supervision group: - dramatic processes are diminished, - the supervisor’s consultant role is increasingly in demand, and the supervisory relationship is increasingly resembling a collegial professional relationship between two assumed adults; - supervisees are more focused on their professional development, at their own pace; the reporting to the other decreases, their internal evaluation framework becomes the centre of the evaluation; - supervisees gained the role of lifelong learning, are selective in choosing the references, they know what they want to look for; - supervisees have a decreasing need to receive intervention techniques and prescriptions and are confident in the role of creating the therapeutic relationship with their clients as the main tool for diagnosis and intervention in therapy with the client; - supervisees are easily organized for peer supervision sessions in groups of two / three participants, they know what supervision needs they have and I know what they would like to present in the large supervision group; - supervisees formulate their group supervision needs easily and concretely, the duration of supervision is reduced, they quickly notice where they still have to work, if the parallel process identified in a previous supervision session has returned in another form; - the use the reflective diary where they write down reflections after the end of the therapy session with the client and after supervision; - they outline the therapeutic statuses for the therapy sessions, they easily make a relational diagnosis (diagnosis of the therapy relationship with the client); - they use the standard of competencies as a landmark of what they would still have to work on, which field, which competency, what to do concretely in this respect; - they prepare for final assessments to become independent therapists; - they are no longer anxious that clients will not contact them, time has proved that if they take care of their professional development they also have clients, the scheduling agendas become full by the day;