IJSP Number 4, 2022

34 thoughts, on an immediate analysis, I understood to be unfounded: “What if I can't handle it?”, (I had that feeling at the beginning of supervision and it was only mine because in therapy it disappeared, an aspect also discussed during the supervision sessions, so nothing new under the sun or related to the supervisor), “What will she think of me?” (The same opinion she had before and will have after online supervision. I've had cases under supervision. Nothing new under the sun, it is just in my mind.) and What if she will be better than me and my client would decide to go to therapy with her?” (Nothing more true, just in my mind, if it were the opposite? Or how to believe such an ethic about the Supervisor or what lack of ethics should I have, I deduce this after so many years??? what other opportunity to improve my work that to observe this activity live?) ”. 3. Conclusions and proposals Psychotherapy training programs also include supervision stages and should set as a permanent goal the creation and cultivation of the psychotherapist’s identity. Seminars, round tables with topics derived from the issues generated by the creation of the psychotherapist ’s identity should be organised. I learned and noticed from the interactions with the trainees that the examples offered from the personal practice of becoming a psychotherapist are well received (what situations marked me as a trainee during my training). If I use the analo gy when creating the psychotherapist’s identity, then can’t we also talk about creating the supervisor ’s identity? Of course, there are similarities between the two identities, but what if the supervision programs emphasized the characteristics of the supervisor ’s identity? How do we train supervisors in creating the supervisor ’s identity? An invitation for trainers in supervision programs is to gather examples of significant case studies that have had an impact on shaping and developing professional identity, in becoming supervisors. Such examples do not lead to the idea that they would become role models - the style of each psychotherapist and future supervisor is unique - but these can be landmarks for professional reflection, inciting reflection, self-interrogation (how would I proceed?). The trainer supervisor and the psychotherapist’s supervisor remain professional landmarks either in a positive or in a negative manner. Also, an open topic in supervisor training programs is the ongoing concern to maintain a healthy professional identity in supervision. How can this be achieved? This remains the responsibility of every training provider. REFERENCES [1] Erikson, E. H. (1964). Childhood and society . New York: Norton. [2] Erikson, E. H. (1968). Identity: Youth and crisis . New York: Norton. [3] Tsuman-Caspi, L. (2012). The Identity Formation of Psychotherapists in Training: A Dialectical and Personal Process , Columbia University, available at: