IJSP Number 3, 2021

23 Binnie identified, based on a literature review for supervision five main models of clinical supervision practiced by a supervisor in individual and group supervision [21]: - A common model - the supervisor supervises as s/he was once supervised [22]; - A reflective model - what happens in therapy is also applied in supervision [23], [24]; - Other supervision models - Newcastle Cake Stand Model [25]; - The Tandem Model [26]; - The Developmental Approach [8]. Our focus is on The Developmental Approach [8], which can also be used to reflect the stage of the supervisor’s and the supervisee’s development, but also the development of the supervisory relationship and the developmental stages of the supervisory group. The Developmental Approach is characterized by four levels [8]: - Level 1 - self-centred - supervisees do not have an overview of the therapeutic process, they are anxious and dependent on the supervisor. Supervision needs to provide a clear structuring of the environment. We consider that this level is compared to childhood and refers to the stage of cohesion for the supervision group and the development phase of the supervision relationship. The supervisor at this level can also be frustrated, anxious, s/he also does what s/he should do and supervision can often become mechanical; - Level 2 – client - centred - the supervisee fluctuates between dependency and autonomy, the supervisor may be too confident or too overwhelmed by the events from the therapy with the client, but also by the events in the group supervision (including individual supervision). The supervisor needs to be less directive and more focused on containing the emotions of the group supervisees. We consider that this level would correspond to adolescence and refers to the development phase of the supervisory relationship and the development stage of the supervision group. The supervisor also begins to see supervision as a complex process, and s/he perceives the supervisory activity as being successful or failure; - Level 3 – process-centred - the supervisee adjusts his/her approach to the client in a much broader context, increasingly develops skills from the training standard as therapist [8]. This level corresponds to adolescence and youth, it also refers to the development phase of the supervisory relationship and to the development stage of the supervision group. The supervisor is increasingly motivated to improve his / her group supervision practice, seeks information, documents, learns new supervision tools, quickly makes correlations with past events from supervising the cases of one or more therapists in the group;