IJSP Number 3, 2021

85 flipchart (sketches can be made, writing keywords, schemes, etc. that help to achieve awareness). 2.3.2. Supervision, evaluation and the psychology of learning The manuscript “Supervizarea în psihoterapia integrativă strategică” [Supervision in integrative strategic psychotherapy] [1, p. 65] mentioned that the main factors influencing learning in supervision are also common factors in psychotherapy: the supervisor’s and the supervisee’s styles, the context of the supervisor’s and the supervisee’s work, the client, the supervisee’s and the client’s relational learning needs, educating the supervisee for lifelong learning and evaluation and monitoring within supervision. Evaluation and monitoring in the process-product dimension [27] involves: a. the process dimension - evaluation of the supervision process and supervision resources (what can be added, modified, adapted, improved, introduced) and evaluation to assist in learning in supervision (has the supervisee become better, more critical after the supervision session? contributed to the personal and professional development of the supervisee?) b. the product dimension-evaluation of the supervision program as a whole (evaluation of training modules, group supervision, evaluation of the contents presented and proposed for learning and analysis). Evaluations in training programs for adults have as directions [28]: the identification of the learning-training needs of learners; identification of training offers; identifying the most appropriate learning-training framework (where the program will take place). 3. CONCLUSIONS The strategic integrative model of supervision falls into the second generation of models of supervision, by emphasizing the common crosstheoretical factors and positions supervision as a possible crosstheoretical discipline. The model emphasizes the importance of using a common language from several disciplines, namely the concept of learning, assessment methods, learning factors, learning space. The language used in supervision by using concepts from disciplines such as pedagogy, social pedagogy, didactics, sociology, social psychology, psychology of learning positions supervision as an interdisciplinary discipline. The approach to learning in supervision from a constructivist perspective brings supervision closer to the sociology of education, to constructivist didactics.