IJSP Number 3, 2021

78 language, strengthens that signature of pedagogy and shows the need to think of supervision from the perspective of methods, techniques, intervention tools, without exaggerating pedagogical didactics. It also emphasizes the professor role (in moderation) of the supervisor. Learning in supervision is actually adult learning that continues after the supervision stage. This refers to the supervisor’s and the supervisee’s experiential learning, through which the cognitive, affective, volitional, attitudinal and behavioural experience is restructured. Self-directed learning (of the therapist) was formulated by Knowles and begins at the beginning of a training program in therapy, continues during the period of supervision and later, during the entire life as lifelong learning. Self-directed learning is “... a process in which individuals have the initiative, with or without the help of others, to diagnose their own learning needs, formulate learning goals, choose and implement appropriate learning strategies, evaluate learning outcomes” [19, p. 43]. The supervisor’s role as a professor is practiced especially at the beginning of the supervision period, when the need for structure and the supervisee’s anxiety are increased. The professor role is also exercised in the design of supervision (preparation of documents before the start of the supervision process, the requirement of documents from the supervisor such: as supervision sheets, statutes for supervised meetings, recordings of supervised sessions, selection of the most appropriate methods, techniques, supervision tools, selection of methods for the evaluation of the activity with the supervisee, etc.). Constructivist models of learning in supervision . Constructivist pedagogy can be applied both to students and adults. From the constructivism perspective, learning in supervision is a personal and group process, through which one comes to understand the reality of the therapy session. The constructivist paradigm of learning defines learning as “an active and constructive process, which always takes place in a context, thus it is situational, multidimensional and systemic. Learning outcomes cannot be predicted, because reality-building processes are individual and situational [20, p. 127]. Learning in supervision, according to the constructivist vision, shows that there is no need to provide answers considered as absolute truths or perfect solutions. So, what is achieved in supervision has to do with the client, the supervisee and the supervisor’s reality, it being a joint effort (the supervisor and the supervisee’s) to find a satisfactory solution for the client’s emotional well-being client and that of the supervisee. Nothing is under the umbrella of an absolute truth; the solutions to issues brought in supervision are co-constructed, through a joint and assumed effort of the two actors, the supervisor and the supervisee. Constructivist learning stipulates three phases: - Deconstruction – one good explanation in this case is that the map is not the territory, daily knowledge belongs to the majority and what the supervisor brings in supervision is impregnated with his/ her beliefs, conflicts and issues. The supervisor deconstructs, especially at the