IJSP Number 3, 2021

84 that must be completed until the objectives are achieved. Supervision is based on the planning of training and individual and group supervision activities, on-going evaluation and summative evaluation of what the supervisor has acquired and become after each session and at the end of the supervision stage. Thus, the use of the concept of supervision design is integrative, with reference to the activities necessary to carry out an adult education project with: establishing the legal framework and observing the ethics of supervision, specifying the place of supervision, establishing the supervisee’s needs, setting learning objectives, supervision, and assessment and establishing the learning design for group and individual supervision sessions. Specific methods used in supervision draw attention to the fact that the methods will be taken over and adapted for supervision from all teaching / learning methods of adult pedagogy and education. The selection criteria for the methods used in clinical supervision are similar to those in pedagogy and answer questions such as: what do we want to achieve with that method? What resources, means are needed to apply the method? What resources would participants need to benefit from applying that method? How do we evaluate the participants? Does the method have benefits for all students? Can there be another method with greater benefits for supervisees? The emphasis on the design of supervision from the perspective of selecting the methods applied to ensure learning in supervision and the actual realization of supervision requires that the supervisor be aware, at this stage, of his role as a teacher, a professor and his pedagogical tact, but also to know when to give up this role and how long it take to consciously assume the professor role. The supervisor needs not only the skills of an experienced therapist, but also the pedagogical skills, a theoretical and practical awareness of teaching. However, supervision does not turn into a lesson plan. The emphasis on the design of supervision draws attention to the objective assumed by the supervisor, that of ensuring the emotional and cognitive well-being of the supervisee, not just that of the supervisee’s client. The specific methods used in a therapy and supervision training program are [2, pp. 59-67]: - development methods (focused on the trainer-lecture, demonstration; focused on the student-group work, debate, brainstorming, simulation games, mind map, case study; project-type action methods - mini-research projects, experiment, visit in hospitals or recovery centres); - feedback and evaluation methods (written evaluation and portfolio). The teaching materials used in supervision are also known as learning resources [2, p. 65] and refer to: written texts (analyzes or discussions on excerpts or texts proposed by the supervisor, articles in journals can be sources for studying); worksheets as storage of insights acquired in the supervision session and completed after the supervision took place, Power Point presentations,