IJSP Number 4, 2022

32 Conveying to the supervisee that there is such a space in supervision where the supervisee can express oneself without fear, will encourage him or her to create such a space in the therapy with the client. In creating the psychotherapist identity within the supervision program, we demonstrate and do not hide our vulnerability as professionals: “In my own practice, I had a moment when I experienced a rupture of the relationship. The experience was felt only by me, looking back, reflecting on what happened. Being felt only by me, I considered it necessary for me to initiate the repair of the relationship, so at the next meeting I approached the problem with the supervisor, blindfolded, assertively and with the desire to rebuild the relationship. The details are irrelevant; the important thing is that the relationship was repaired, because my initiative was received with openness, understanding and goodwill.” - Providing a s pace for the manifestation of the supervisee’s creativity and training, for the development of a therapeutic style. For many supervisees characterized by an artistic personality, the presentation of landmarks, criteria, requirements in supervision are perceived as barriers to their personality. Patience, explanation of requirements from the supervisor, needed in shaping the professional identity of the psychotherapist helps the supervisees to position where their place and role are. “During the experience I had as a supervisee, I noticed certain moments that often put me in difficulty, in order to later bring me real benefits. These include situations when I didn’t agree with the solutions proposed by the supervisor, thinking that my creativity was limited. I experienced these emotions at the beginning of supervision, and then over time I realized that the supervisor wanted to make sure that we thoroughly mastered the basic rules and regulations of psychotherapy, and then even encouraged me to express my creativity and build my therapeutic style.” “There were other times when the supervisor asked me to be clearer in formulating the need for supervision. Sometimes I found this simple fact to be a real effort, but, on an emotional level, with the formulation of the objective, I had the feeling that some of the perplexities for which I resorted to supervision had already dissipated, which then facilitated my interaction. In conclusion, I will share a small exercise that I sometimes practiced during the supervision and that offered me a certain mental comfort: When I find it difficult to accept a certain observation made by the supervisor, for a moment I change my role in my imagination, in the idea that I imagine that I am the supervisor, and the supervisee gives me exactly the same feedback that I received. This little game was not on a mental level but simply as an emotion felt for a moment, not to see if I would accept that feedback but to feel for a moment that I could offer it to myself if I am objective. I always accept the feedback on a rational level, but on an emotional level I sometimes felt some hesitation, and I felt that this exercise helped me. An important point would be that in the last year of supervision I did not feel the need to do it, therefore, both supervision and individual psychotherapy have achieved their goals from my point of view.” - The supervisee competes with the supervisor, a situation which can be explained by the supervisor being perceived as a model and the desire to