IJSP Number 3, 2021

81 2.2. COMMON CROSSTHEORETICAL FACTORS IN SUPERVISION: LEARNING, SUPERVISORY FRAMEWORK, SUPERVISORY RELATIONSHIP AND REFLECTION Integrative psychotherapy, by bringing to the fore the common crosstheoretical factors, has generated models of psychotherapeutic intervention and consequently models of therapeutic supervision. Watkins Jr. [23] synthesized the common and crosstheoretical factors from supervision, being used as a theoretical basis for other emphases on common factors, in terms of [1, pp. 22-23]: - the supervisee’s characteristics, in the foreground reflection and psychological thinking being mentioned, and afterwards the engagement in the supervision relationship, willingness to seek help, positive expectations from the supervisor and how he perceives the supervisor; - the supervisor’s abilities, seen as an extension of the qualities need in the therapeutic relationship, represented by the common factors: engagement, involvement, acceptance, attunement, authenticity, reflection, positive expectations; - the supervisee’s processes of change, supported by common factors such as: availability for personal development that facilitates learning in supervision: how much he wants to get involved in his own personal and professional development, how he manages his anxiety, how willing is to reflect, how he transfers in practice what he acquired in the supervision session; - supervision structures represented by common factors such as: the learning environment and its mission, the use of supervision tools to focus and understand on what is happening in the therapist-client interaction; - the elements of the supervision relationship, mentioning the common factors: the supervision alliance, the supervision relationship, the transfer (supervised - supervisor) and the countertransfer (between supervisor- supervisee-client). In supervision, efficiency is achieved if [23] there is a learning space; supervision takes into account the supervision needs, the supervisee’s strengths and weaknesses; the supervisory relationship is a permanent concern of the supervisor; there is a supervision plan before each session that is presented and adapted to the supervisee’s needs; ongoing evaluation of the supervisee’s performance and providing feedback to the supervisee after each supervision session. Supervision interventions are common practices, so they can also be seen as common factors, which increase the supervision efficiency, these being case conceptualization, teaching-training, reflective investigation (stimulus questions), providing feedback, and modelling. Learning in supervision as a common crosstheoretical factor draws attention to its role in several disciplines and that it is an adult learning, during the