IJSP Number 3, 2021

82 supervision process but also after graduation and that a constructivist approach emphasizes the role of the supervision group and all actors involved. The elements of the Supervision framework are: - The place where supervision takes place is suggested to be the same for both individual and group supervision. The setting, the space that has become familiar favours learning. The pandemic context (the health crisis triggered by Covid 19) leads to a reconsideration of the previous statement; the interactions with the supervision group and with the supervisee in particular, took place in the online environment. In this situation, contracting with the supervisory group or with each supervisee brought to the forefront the supervisor’s and supervisee’s availability to perform online supervision, contracting new rules for conducting supervision (camera activation, duration of breaks, session recording) and cultivation skills to use technology. - The supervision contract drawn up at the beginning of the supervision period, but also at the beginning of each supervision session, and seen as a mutual agreement on supervision objectives. The supervision contract may involve more than two parties (the supervisor / supervisee) when the organization / institution where the supervisee carries out its activity comes into question and who sometimes ensures the payment of the supervision services. The supervisor may also work in the same institution where the supervisee works. - The supervisory alliance begins with the establishment of the supervision contract and which is not free of unsatisfactory forms of supervision [24]: supervision that allows only a one-way autonomy (objectives or innovations not accepted by the supervisee); supervision characterized by a laissez-faire style (absent, amorphous supervised) and supervision transformed into the supervisee’s therapy The supervisory relationship is the basis of the model proposed and the foundation of learning, thus the integrative strategic model of supervision is a relational model. Due to a supervisory relationship that feeds the supervisee’s needs, it is achieved during the supervision period: learning; the supervisory framework favourable to the development of the activities proposed is maintained; a learning space is ensured with respect to the characteristics of adult learning, the evaluation of the supervisee’s acquisitions is carried out, taking into account the learning factors involved; the development of the supervisee’s reflection regarding himself, the activity realized in the office, the therapeutic relationship with the client is encouraged. Reflection in supervision within the integrative strategic supervision model is: - a competence found at the crossroad of four areas of transversal competences: intellectual (involves analytical and critical thinking), methodological (involves access to case records, by analyzing the