IJSP Number 3, 2021

93 Parallel processes always contain an unconscious hope that someone, other than the subject, will succeed in containing what is transmitted on an unconscious level. Jeremy D. Safran and J. Cristopher Muran [11], in their paper on relational approach of training and supervision, published in Journal of Cognitive Psychotherapy, discuss relational patterns and their interference in the perception of the world, patterns that lead to cognitive processes and interpersonal behaviours that change the environment in a way that their content (patterns) is confirmed. Usually, people respond in a complementary manner to each other, and therapists may find that they respond in a way that strengthens the client’s relational schemas (in psychoanalysis the phenomenon is called projective identification ), so it is important to at least become aware of postfactum and provide the client with corrective (learning) experiences . Likewise in supervision, exploring any deadlocks or problems that arise in the relationship with the supervisee can give him a learning experience [12]. Another aspect regarding therapy is that it requires complex, perceptual and emotional skills, which cannot be obtained from training, but from experiential learning, or for example from practice (under supervision) [13]. From this point of view, supervision involves not only the accumulation of as much theoretical knowledge as possible, but the practice of as many hours of therapy as possible. In addition, the supervisor assuming the responsibility to explicitly ask for what s/he needs, from the supervisee or other therapists (in the case of interviews) is another important aspect and to look at carefully, because, therapists have a generally valid belief that it is very important to be open to feedback, and not to be defensive. In such cases, they seek a non-defensive attitude, when in fact they experience the event as punitive or threatening to self-esteem. [14] One possible solution to such situations is to contract from the beginning of supervision what it is okay and even desirable to talk about their fears and what would prevent them from being vulnerable in the supervision process. Even so, they may have difficulty. Such situations are found especially in group supervision, where social comparison occurs. A useful practice is to practice a mindfulness exercise at the beginning of supervision, so that therapists get in touch with their feelings and emotions related to the client and become participant-observers in the supervision process. Marie-Anne Chidiac, Sally Denham-Vaughan and Lynda Osborne [15] present a “relational matrix” type of supervision model, which suits both the therapeutic and the organizational context.