IJSP Number 3, 2021

74 therapist’s self-confidence / remoralization, availability for supervisor training and affective corrective experiences;  learning, re-learning (predominantly in the psychomotor field - focusing on the acquisition of skills necessary for the supervisor in performing an effective therapeutic act). The crosstheoretical variables in the behavioural field proposed by the tripartite model are: learning/ re- learning, therapeutic practice, mental practice and corrective behavioural experiences. 1.2.2. Gelso & Carter tripartite model (1994) Gelso’s model comprises three components: - the supervision alliance with the alignment of the supervisor’s self with the supervisee’s self, in order to achieve an effective supervision [14]; - transfer and countertransfer. The supervisee’s transfer towards the supervisor supposes that the supervisee’s perceptions and experience about the supervisor are influenced by his/her past, shifting towards the supervisor feelings, attitudes, behaviours from significant past relationships [15]. The supervisor’s countertransfer towards the supervisee involves the manifestation of the supervisor’s concrete external or internal reactions shaped by conflicts, past or present emotional vulnerabilities [16]; - The real relationship between supervisor and supervisee, seen as an authentic and beneficial relationship for both [15]. Watkins [17] considers that the three common components or factors have applicability in clinical supervision because: these are present in all supervision models regardless the therapeutic orientation; they have different levels in the supervisory relationship from beginning to the end; they intact during supervision, so that at any time one component is in the foreground and the others in the background and influence the supervision process and obviously, the result of the supervision process. 1.2.3. The Wampold / Budge’s relational model in therapy extrapolated to supervision in psychotherapy Watkins, Callahan and Budge [18] propose a convergence model for common supervisory factors, with an emphasis on the building of the supervisor- supervisor alliance and on three ways in which the supervisee’s change occurs. The three ways in which the supervisee’s change is achieved are: (a) the creation of a real supervisee-supervisor relationship (with the building of the professional attachment, the cultivation of professional group membership, of a therapeutic