IJSP Number 3, 2021

83 experience between supervisor-supervisee and supervisee-client), personal and social (the supervisor’s and the supervisee’s consciousness of experiencing “something” is brought to the surface), communication (experiences are characterized by a consciousness of something by using words, the character of intentionality is highlighted); - a means to access parallel processes in supervision. Friedlander and her collaborators [25] noted that parallel processes are phenomena in which supervises unconsciously present themselves to supervisors in the same or similar manner as their clients had presented themselves in therapy, and the process is amplified if the supervisor adopts the therapist’s attitudes and behaviours in supervision, in relation to the client [26, p. 266]. - a way to analyze the supervisory relationship in terms of power triangles: supervisor, supervisee and client. Reflection on the supervisory relationship and the therapeutic relationship avoids triangulation and favours the supervisee’s autonomy; - a way of analyzing the supervisee’s transfer towards the supervisor. The supervisee’s transfer can be: negative (the supervisee considers the supervisor a punitive parent and projects his own self-critical assessments on the supervisor) and positive (the supervisee at the beginning of the supervision process needs guidance from the supervisor, a model and considers the supervisor a model). The origin of the transfer is in parallel processes; - a way of analyzing the supervisor’s countertransfer towards the supervisee as an act of courage and ethics. The supervisee’s countertransfer analysis is performed by supervising the supervision; - a way of analyzing learning in supervision. The supervisor thinks about the learning situation that he offers to the supervisee in the supervision session, what advantages he can bring in latter’s development. On the other hand, the supervisee wants to have control over the learning situation [2, pp. 71-79]. 2.3. DESIGNING CLINICAL SUPERVISION FROM THE PERSPECTIVE OF DIDACTICS, ASSESSMENT AND PSYCHOLOGY OF LEARNING 2.3.1. Supervision and didactics In order to outline the profile of supervision as a science in the near future, it is necessary to outline its object, to specify the methods and techniques used, the way in which the research in supervision is carried out, etc. In the following rows, the emphasis will be on the design of the supervision activity, on the emphasis of supervision as a planning process with actions, steps