IJSP Number 3, 2021

80 higher degree of difficulty than what the supervisee is able to do at that time, and thus stimulating the latter’s development. - Bruner’s constructivism - the author introduces the concept of supporting the educable, in strict connection with the Vygotsky’s concept of zone of proximal development. By supporting, in Bruner’s view, adapted to the supervision process, we refer to the set of support and guidance interactions offered by the supervisor to the supervisee, to help the latter learn how to organize experiences so that he is able to solve his own problems in client therapy, after the end of the supervision, for his and the client’s benefit. According to Bruner, the support process adapted to supervision involves the following elements: engaging the supervisee in the supervision session; reduction of difficulties; maintaining attention in relation to the objectives assumed in the supervision session generated by the supervision needs; signalling the problematic aspects of the therapy session with the client, which is the basis for the dialogue between the supervisor and the supervisee to start; control frustration, signalling transfer, enactments, parallel processes brought by the supervisee in the supervision dialogue; performing role-plays and the supervisor’s assuming the supervisee role, in therapy, so that the supervisee notices how he acted, what he transmitted through his behaviour in therapy to the client. - The interactionist model of the Geneva School of Genetic Social Psychology promoted in the 1970s by W. Doise, G. Mugny, J. C. Deschamp. The school fundamental thesis argues that social interactions are the most significant framework for the child’s cognitive acquisitions, there being a causal link between social interaction and individual cognitive development [22]. The model proposed by the Geneva School emphasized the role of socio-cognitive conflict only in the situation when the social interaction determines a cognitive progress, otherwise, not every social interaction generates a socio-cognitive conflict with results in the student’s development. In supervision, socio-cognitive conflict generates cognitive restructuring only if: each supervisee has the opportunity to confront ideas with other group members, each participant will give feedback, the intensity of the conflict is regulated by the supervisor, so as not to injure the supervisee or of any other member of the group and the also encourages the supervisee to continue looking for solutions, suggests ways to rebalance (possibly encouraging to continue individual therapy). Thus, the solving of a socio-cognitive conflict is based on cooperative learning, being stimulated by the supervisor within the supervision groups.