IJSP Number 5, 2023

39 both do affect to each other, opening themselves to this interaction and adopting an egalitarian attitude which they use mindfully and consciously for the clarification to be achieved.” [ 9, p. 100 ] That there could be a supervisory "treating" that leaves the “treating person” untouched is obviously impossible [ 8 ] . 3. PRACTICAL IMPLICATIONS The explanations of Creative Freedom shown so far contain a lot of implications for the practical design of supervision. If we have first dealt with the nature of the human being we are confronted with in supervision, we can also conclude from Metzger's remarks on Creative Freedom about ways of working that are appropriate in the context of supervision. Finally, consequences for the training of supervisors can also be derived from the proven elaborations of Gestalt Theoretical Psychotherapy [ 5 ] . 3.1 THE PROFESSIONAL RELATIONSHIP BETWEEN SUPERVISOR AND SUPERVISEE The encounter between supervisor and supervisee is determined by the focus on a particular goal. This may concern the solution of a professional problem, overcoming a state of suffering or a particular distress situation on the job, but also answering questions that may in some way be related to the profession, leading or working with a team, or the like. What is right for the supervisee in a particular situation depends neither on the supervisor's sole assessment nor on that of the person seeking help. What matters is to help the supervisee to understand this situation better and what it requires to be done, whereby the supervisor is challenged to make his knowledge and experience available for this search, which primarily serves the cause and not his personal sensitivities or opinions. The fact that the focus is exclusively on the supervisee's affairs is certainly correct at first glance, but other focal points of attention must also be considered regarding the reciprocal processes between supervisor and supervisee. Following the elaborations in Gestalt Theoretical Psychotherapy, which is recognized as a relationship-centered approach, we can assume three centering foci within supervision on which attention and action are relationally directed [ 10 ] , [ 11 ] : 1. The supervisee’s relationships with others in work and everyday life that become a topic in supervision; 2. The supervisee’s relationship with her- or himself; 3. The supervisee’s relationship with the supervisor. So, these are threefold levels of relationships that come into play. They interact closely with each other: Sometimes problems and ways of coping that the supervisee has in his professional situation or in his everyday life manifest themselves in the supervision relationship, perhaps in a somewhat modified form. This special kind of "transference" offers the possibility of dealing with such problems directly on the spot [ 12 ] , [ 11 ] . In the protected framework of supervision, new ways of dealing with difficult and challenging situations can be tried out. If this succeeds, new experiences of shaping relationships can be made. Regarding the relationship between supervisor and supervisee, another aspect must be considered, which can be derived from the epistemological position of