IJSP Number 3, 2021

76 supervision session in the interaction between the supervisee and the supervisor, will allow the discovery of new meanings of the client’s, the supervisee’s and the supervisor’s world; - learning in supervision is an adult learning based on the principles of the andragogical model” [1, p. 40], namely, the supervisee’s learning needs as an adult, the supervisee’s self-concept, the importance of the supervisee’s previous experience, preparation for learning, the therapist’s learning orientation and the stimulation of a motivation for lifelong learning; - an emphasis on the supervisee’s reflexivity during the supervision stage, with the assumption of responsibility for the cultivation of the “internal supervisor”; - supervision bears the supervisor’s signature as professor, each supervision session involves the supervisee’s presentation of documents related to the meeting with the client under supervision (according to the demands of the training supplier in Romania). The supervisee will also fill in supervision related documents, in order to obtain maximum benefits that could facilitate learning from the dialogue with the supervisor. The supervisee is encouraged by the supervisor to practice case management for each client, establishing: a contract signed with the client, the completion of therapeutic statuses for each session with the client, the presentation during the supervision session by the supervisee of the statuses referring to the supervised session, the completion of documents regarding the client’s anamnesis and the relational diagnosis, the filling in of forms after the end of the supervision session, etc. The emphasis is on cultivating in the supervisee of methodological skills of case management, of assuming responsibility in the management of information respecting at the same time the client’s confidentiality. b. The second manuscript “Modelul integrativ strategic de supervizare” The integrative strategic model of supervision] [2, pp. 29-31), (see Fig. 1), new elements were added to the integrative strategic model of supervision: - Considering adult learning as an activity with self-directed learning; - Approaching learning in supervision through constructivist models of learning (Vygotsky, Bruner, Geneva School of Genetic Psychology); - Designing supervision by systematizing the methods and techniques used in supervision. Thus, the role of supervision bearing the “signature of pedagogy” was emphasized together with the evaluation methods used in supervision. - Presentation of the learning factors in supervision (related to the supervisee and the supervisor) from the perspective of evaluation as a component of supervision;