IJSP Number 5, 2023

80 Another situation encountered is when supervisees complete a certain period of time with the initial training provider and later decide to sign another supervision contract with another supervisor in the same therapeutic orientation, but registered with a different training provider, and will complete a professional approach for another two years. Practically, the supervision internship is restarted from the beginning, even if a period of one year of supervision, days or several months have already passed. Based on the information presented above, the purpose of our study is to identify the reasons that lead supervisees to turn to another supervisor. The objectives of the study are the following: - To identify the supervisees’ learning styles; - To identify the supervisees’ needs; - To identify the supervisors’ professional dimensions; - To identify the dimensions that correlate with the trainees’ needs. 2. SAMPLE DESCRIPTION The study was carried out on a sample of 11 colleagues who signed the supervision contract with one of the authors of the material, colleagues who did the basic training with other training associations, in integrative psychotherapy and could be included in one of the situations described above. The participants’ age was between 32-54 years, the sample being entirely women. 3. INSTRUMENTS USED With each colleague a phone dialogue was first fulfilled, an online meeting via Zoom or a face-to-face meeting regarding the colleagues’ motivation to choose another supervisor and the commitment to start the supervision process with another training institute, different from the one where training in integrative psychotherapy was graduated. The sample composed of 11 supervisees was constituted by three training associations in Romania. Three study instruments were used: a. The Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) Within the Basic Psychological Need Theory, the satisfaction of the psychological needs for autonomy, competence and relatedness are said to represent essential nutrients of growth [4], [5]. Over the past few years, it has become increasingly clear that the absence of psychological need satisfaction does not by definition imply frustration [5]; [6]. For example, although a child may at school not feel particularly interested and volitionally engaged in a learning task, it does not imply the child is acting against its own will, with the latter being indicative of autonomy need frustration [6]. Thus, when individuals feel isolated, pressured, in conflict or in failure, their psychological needs will not be satisfied. Given this asymmetrical relation between need satisfaction and need frustration [6], a moderate negative relationship between both can be theoretically expected. To capture both the satisfaction and the frustration component, a new scale, that is, the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) [7],