IJSP Number 5, 2023

42 characteristics described above, Metzger lists three basic forms of work with living beings, "which, of course, in active reality often complement, blend and merge into one another" [ 2, p. 27, transl. by author ] : care, leadership and fight . These basic forms are valid not only for psychotherapy, but also for all professional and private relationships we engage in in our everyday lives [ 21 ] . Following Kästl, who has transposed these forms of encounter to psychotherapeutic work, this could be seen as follows for supervision: Caring means that the will of the supervisee is in the foreground of the joint procedure, the supervisor largely stays in the background and is consciously guided by the concerns of the client. This kind of encounter will be especially necessary when there is an emotionally powerful issue for the supervisee to work on and needs nothing more than the supervisor's continued interest and receptivity, and a more active involvement could disrupt the process. In the second form ( leading ), the client's own sphere of will is extended to include the will and opinion of the supervisor. Supervisor and supervisee pursue a common goal, and in this case the supervisee is willingly left to lead, which already results from the fact that the supervisee entrusts himself to the competence of the supervisor. In the third form, the fight , the will of the other person is overcome in a concrete context, in extreme cases even broken. The latter can occur in rare situations in supervision, when the supervisee endangers himself or clients entrusted to him. In this case, a maximum of transparency is required on the part of the supervisor to resolve the struggle as quickly as possible and to return to leadership as a form of relationship. Referring to Stemberger, it must be emphasized in this context that these three basic forms do not only take place on the part of the supervisor, but that the supervisee also cares for, leads, and sometimes fights with his supervisor [ 22 ] , [ 8 ] . Both do this with each other or in relation to each other, whereby it can become clear in which way the supervisee cares, leads and fights in his everyday life relationships, in dealing with his clients, but also in dealing with oneself. Moreover, he notes that this caring, leading, and fighting must be embedded in another, overarching form of encounter: cooperation between supervisee and supervisor in pursuing the supervisee's concerns. 3.3 ON THE TRAINING OF SUPERVISORS On the question of how to teach and learn the competencies described above, it can be emphasized, following Walter who addressed therapeutic training, that the training of the supervisor, like that of the therapist, must take place in a framework that has crucial features in common with the framework in which human development takes place in the first place [ 4 ] . The listed characteristics of the work on the living claim, as should have become clear, validity for all human behavior and behavior towards each other. They must be experienced, tested, and tried out again and again in the training, both on the part of the client and on the part of the therapist or supervisor. This understanding of learning is consistent with the comments of Viscu [ 23 ] , [ 24 ] who rightly argues that the multiple experiences in one's own teaching supervision are necessary for the identity development of trainee therapists, so that they can be drawn upon in the later role as therapist. To the same