IJSP Number 3, 2021

8 1. INTRODUCTION Supervision models have known an expansion starting with supervision in psychoanalysis and at the same time correlated to the theoretical approaches of psychological counselling; supervision was and still is a different type of counselling teaching / learning activity. Supervision models were named after the elements of the counselling domain: Rational-Emotive Therapy (RET) supervision [3], client- centred supervision [4], [5] etc., the assumption was that supervision should reflect the therapeutic approach learned. These models were considered to be first generation models. The second generation of supervision models in counselling were based on the supervisor’s social role, their premise being that supervision incorporates patterns and skills related to multiple teaching roles. Supervision models with the theoretical premise that supervision includes skills related to teaching roles, appeared first in the 1950s with Eckstein, Waller and Stern and were promoted in the US and UK. Bernard and Goodyear [6] identified 4 major models: Janine Bernard’s discrimination model [7]; Peter Hawkins’ Seven Eyed Supervision Model [2]; 7 generic tasks of supervision underlined by Carroll M. [9] and Elizabeth Holloway’s Systems Approach to Supervision (SAS) [1]. Psychological counselling models in the USA (Holloway, Bernard) have dominated research and training in supervision, but theory, as well as research in supervision, has developed in the UK, New Zealand and the EU. The first international conference on supervision issues took place in 1991 in London and brought together researchers and practitioners from BPS [1]. This paper used as benchmark the SAS model designed by Holloway, which will be briefly described, with emphasis on the development phases of the supervisory relationship(development phase, mature phase and terminal phase). In group supervision, which extends over a period of at least two years in Romania, we focused on the group development stages, considering that the group goes through three stages in its development: the group cohesion stage, the group development stage and the final stage. From our clinical practice we noticed that the supervision group goes through the mentioned stages, and the supervisory relationship develops correlated with the development stages of the supervision group. Within the supervision group, each supervisee goes through different stages of professional development and thus, we also referred to The Developmental Approach designed by Hawkins & Shohet, [2] which identified 4 levels of supervisee development; self-centred (level 1), client-centred (level 2), process- centred (level 3) and context-centred (level 4). The aim of the paper is to correlate and integrate the development stages for the supervision group with the development phases of the supervisory relationship