IJSP Number 3, 2021

22 evaluated by the supervisor. The supervisee knows where and what to develop, s/he knows what resources s/he has and where to look for help in the future. The supervisee understands that s/he will never reach perfection but that s/he can always believe and prove to him/herself that s/he is perfectible. Anxiety in front of his/her client and in front of a therapy group that coordinated by the supervisee is significantly diminished, and what would represent in a moment of therapy with the client as a weakness, will be turned into a resource for the benefit of the client and his/hers. At this stage the supervisee understands the mutuality of the therapeutic relationship with the client, understands and relates willingly to what s/he once considered a harsh or inappropriate behaviour for the supervisor, perceives the supervisor as a colleague to whom s/he always has access if needed. Understanding that s/he can call on the supervisor at any time after the supervision transforms the moment of the official declaration of the end of the supervision group’s activity not into a time of mourning. It is a separation to which both the supervisor and the supervisee relate with understanding. Each supervision group has its own characteristics determined by gender, culture, beliefs about the world and life, the environment of origin of the supervisees, etc. characteristics that interact with those of the supervisor. The supervisor’s interaction over two years was not only with each member of the supervision group, but also with the whole group. The reflection on the information mentioned determines the professional and personal development of the supervisor with each supervision group. Supervision of supervision is not just a statement, but a need for the supervisor and the supervisee will soon change his/her status to become independent in psychotherapy. Exercising the supervisor’s evaluator function, of gatekeeper increases the supervisee’s anxiety, but its management is possible if the supervisee knows what tasks s/he has to perform from the beginning of supervision, knows the criteria for assessing skills acquired in his supervised practice. 4.3. THE SUPERVISOR’S AND THE SUPERVISEE’S PROFESSIONAL DEVELOPMENT FROM THE PERSPECTIVE OF THE DEVELOPMENT STAGES OF THE GROUP AND OF THE SUPERVISION RELATIONSHIP Kolb highlights four key aspects of reflective learning in supervision [20]: - The concrete experience or the place where supervision is performed as a space, who are the clients, who are the supervised therapists; - Reflective observation on the supervisee’s processes and feelings, the supervisors. Hawkins and Shohet described this ability as helicopter skills - as a look at contextual factors including: therapeutic relationship, historical factors, cultural factors, external circumstances [2]. In supervision it is necessary to allocate a reflective space; - The abstract conceptualization offered by supervision models [21].