IJSP Number 3, 2021

73 providers (associations, institutes, organizations) in established places. The flexible contents of training programs for supervisees distance supervision from the formal character of school pedagogy; the process being realized with adults for whom experiential learning is of great importance; thus one can talk about supervision based on adult pedagogy. Experiential learning also leads to an appropriate selection of methods and techniques for teaching and assessing supervised adults. Supervision in the broader sense, if it gains its scientific status, becomes an interdisciplinary discipline at the intersection of pedagogy, andragogy, educational psychology, sociology, psychology, medicine, etc. The perspective of common factors positions supervision as a possible crosstheoretical discipline over pedagogy, andragogy, psychology, sociology, medicine, etc. 1.2.1. Watkins Jr. and Scaturo’s integrative tripartite model based on learning (2013) Watkins and Scaturo [13] started from the shortcomings of supervision models based on psychotherapy: the difficulties of seeing supervision from an integrative perspective and the absence of a common language in supervision. Thus, the need to develop a common integrative language in psychotherapy supervision is necessary not only for understanding and conceptualizing cases in psychotherapy, but also for fundamenting supervision as a science . The integrative common language involves the use of concepts as: pedagogy, educational psychology, because supervision, as I mentioned, bears the signature of pedagogy, being an educational activity. The integrative tripartite model [13] proposes a three-stage supervision structure, starting from the three areas of cognitive (intellectual), affective and psychomotor (behavioural) learning. The three stages of supervision in this context of learning areas are:  building a supervisory alliance (predominantly cognitive learning - with a focus on ensuring a facilitative learning environment to building a secure supervisor-supervisor attachment). The crosstheoretical variables from the cognitive field proposed by the tripartite model are: case conceptualization, reflective questions, feedback, modelling, stimulus control and corrective cognitive experiences;  maintaining a supervisory relationship (predominantly affective learning - with the expression of the qualities necessary for the supervisor in maintaining the supervisory relationship and avoiding the rupture of the relationship). The crosstheoretical variables in the affective field proposed by the tripartite model are: ensuring a facilitative environment, empathy and authenticity, breaking and repairing the relationship, increasing the