IJSP Number 3, 2021

72 psychotherapy, being classified from this historical perspective into first generation models and second generation models. 1.1. FIRST GENERATION SUPERVISION MODELS These models are classified into three large directions: a) supervision centred on therapy , built around learning and practicing a specific form of psychotherapy and promoting order and organization [3], [4]; b) developmental supervision, proposes conceptual meta-models separated into two directors: • The first, when the therapist learns a profession and how to develop professionally; • The second, how can supervisors intervene in the therapist’s development process [5], [6]. c) supervision centred on role approaches of social processing – supervision focused on the supervisee’s learning needs and on selecting the most appropriate supervisory role, correlated with the supervisee’s personality and learning needs [7], [8], [9] [10]. 1.2. SECOND GENERATION SUPERVISION MODELS Second-generation supervisory models introduce new elements, such as: Common factors in supervision . The study of common factors in psychotherapy has also paved the way for the shift of supervision studies and research in the design of second-generation supervision models. Supervision as pedagogy . By discussing the importance of common factors in supervision and especially learning, it is possible to „advance supervision in psychotherapy as science and practice” [11]. Supervision as a science is a desideratum triggered by the fact that supervision bears the signature of pedagogy [12]. Supervision bears the signature of adult pedagogy, because it is adult education, but with a greater emphasis on professional development, compared to personal development. Supervision is under the signature of pedagogy by: the supervisor assuming the professor role especially at the beginning of supervision; creating and maintaining a framework, a learning space; designing supervision, selecting methods and techniques for individual and group learning and supervision; selection of appropriate methods for the assessment of the supervisee’s performance. Supervision, defined in a narrower sense, from the perspective of learning, is a systematic learning activity, based on a program with themes embodied in flexible content, adapted to the supervisee’s needs and carried out by training