IJSP Number 3, 2021

75 community membership and that of professional connections); (b) the creation of a supervisory framework; and (c) the participation with the supervisee’s involvement in actions that facilitate learning. The modalities mentioned contribute in the reduction of the supervisee’s anxiety and shame, the development of the supervisee’s professional identity and of professional competencies. 1.2.4. The integrative strategic model of supervision Supervision, in a narrow sense, is a formal, systematic and organized learning process, with a flexible curriculum according to the supervisee’s needs and knowledge and conducted in an organizational environment (associations, institutions, agencies, universities) to acquire a recognized qualification as an independent therapist / social worker [2, p.31]. Supervision, in a broad sense, is built in an interdisciplinary manner, in the interaction of the sciences like: education (pedagogy, adult education), psychology, social work, theology, etc. The integrative strategic model of supervision is a model derived from integrative psychotherapy, included in the second generation models of supervision. The integrative strategic model of supervision was presented for the first time, in the book “Supervizarea în psihoterapie” [Supervision in psychotherapy] [1] and later developed in the second manuscript “Modelul integrativ strategic de supervizare” [The integrative strategic model of supervision] [2] a. The first manuscript “Supervizarea în psihoterapie” [Supervision in psychotherapy] [1, pp. 39-41] made a review of all common elements of the integrative strategic model of supervision with: therapy-cantered supervision, where learning is important; developmental supervision with the supervisor’s active role in the supervisee’s development, not only in the proper supervision activity, but also in the extracurricular activity. The inclusion of the integrative strategic supervision model in the second generation models is also supported by the articulation of common factors such as: learning, supervision framework, identification of factors influencing learning and the supervisory relationship, and the element of novelty compared to second generation supervision models is the emphasis on the supervisee as educable, on his/ her involvement in “didactic” activities to complete the documents demanded both before the supervision session and at the end of the supervision session. The premises of the integrative strategic model of supervision are: - “supervision is focused on phenomenology, as an experience of the client’s, therapist’s and supervisor’s records” [1, p. 40]. The experience of proofing, that is of what happened there and then in the interaction between the supervisee and the client, brought in the present of the