IJSP Number 3, 2021

86 The synthesis of methods used in the practice of supervision and of the methods of evaluation used by the supervisor from the perspective of learning factors emphasizes and draws the supervisor’s attention in the prudent assumption of the teacher, the professor role. The strategic integrative model of supervision is based not only on learning, but also on the supervisory relationship, which places it in the first generation models. The emphasis on learning from the model, allows the perception of the model as being of the second generation, but the learning being an experiential one, based on the case evidence, also allows a reframing of the supervisory relationship from a phenomenological perspective, with personal and professional development possibilities for the supervisor, the supervisee and the beneficiary of the supervision-the client (framing the model in the first generation). The model has limitations in terms of the synthesis of tools used in the supervision provided to the supervisee. Thus, in order to achieve an efficient supervision Watkins and Callahan conceived the Supervision Pyramid, as a supervision tool later developed by Watkins, Callahan, Vîșcu [29] and Vîșcu & Watkins [30]. The pyramid of supervision is a supervision tool that appeals to the teaching methods used by the supervisor for each level: identifying / clarifying the issue; exploration and elaboration; experimenting and consolidating and the last level, improving / solving the issue. The strategic integrative model of supervision does not aim to transform the learning session into a lesson according to a lesson plan, so the supervisor needs to manage his professor role prudently and flexibly and not omit the other roles of counsellor and consultant in supervision. The supervisee’s reflection on the therapeutic relationship with the client, the supervision relationship, on him within the supervision model, positions the reflection as an important competence that is cultivated and practiced not only in supervision, but also in all subsequent practice of the therapist. Reflection also helps to shape and develop the supervisee’s internal supervisor. The strategic integrative model of supervision is perfectible. REFERENCES [1] Vîşcu Loredana-Ileana & Popescu Oana-Maria (2017). Supervizarea în psihoterapia integrativă strategică, Iasi: Junimea Publishing House [2] Vîşcu Loredana-Ileana (2018a). Modelul integrativ strategic de supervizare, Bucharest: Universul Academic Publishing House. [3] Vîşcu Loredana-Ileana (2018b). Supervizarea în psihoterapie. Instrumentele terapeutului supervizat , Bucharest: Universul Academic Publishing House. [4] Falender, C., & Shafranske, E.P. (2010). Casebook for Clinical Supervision: A Competency-Based Approach . American Psychological Association (APA)