IJSP Number 3, 2021

79 beginning of the supervision stage, the reality of the case as it is presented by the supervisor, often imbued with what is significant for the supervisee, and subject to the risk of distorting the reality of the therapy session with the client. Here the supervisor can intervene with the professor role, in order to emphasize the importance of presenting the case as objectively as possible, with the awareness of what the supervisee brings from his/ her reality in supervision when presenting the case. The supervisee learns how to deconstruct the reality of the case based on the feedback received from the supervisor. - Construction - is a joint effort of the supervisor and the supervisee, to co- create new meanings and meanings to what happened in the supervision session and to co-create new possible ways of intervention for the supervisee, needed in the next therapy session his with the client; not only are co-constructed ways of intervention for the client, but also ways of personal and professional development for the supervisee. The supervisor mentions, draws attention to what would be appropriate to approach the supervisee in the future, what to learn about himself, without turning the supervision session into a therapy session. - Reconstruction is the process of reassembling the elements initially brought into supervision with the new elements discovered during and after the completion of the supervision process. Reconstruction is a process that begins with the supervisor and is continued by the supervisee based on acquisitions and learning achieved through supervision. Supervision can be seen as a permanent process of reconstruction based on the supervised therapist’s style, the supervisor’s style integrated to a greater or lesser extent by the supervisee, by the therapist’s learning characteristics etc. Deconstruction, construction and reconstruction of learning are characteristics belonging both to the supervisor and the supervisee. Constructivist models of learning adapted to supervision are: - The social constructivism promoted by Vygotsky – development, in the author’s conception is a socio-construction, promoting a direction opposite to Piaget. If for Piaget, learning depended on the level of individual development (cognitive development conditions learning), for Vygostky on the contrary, learning develops and transforms precisely through development, the processes of development do not coincide with those of learning, but follow them, leading to the construction of the zone of proximal development concept. The zone of proximal development (ZPD) is the potential space for progress where individual capacities are exceeded only if certain conditions are met [21]. Learning in psychotherapy during the training and supervision stage is done in the zone of proximal development, the supervisor’s tasks proposed to the supervisee have a