IJSP Number 5, 2023

82 observation in making judgments and prefer learning situations such as lectures that allow them to take the role of impartial objective observers. These individuals tend to be introverts. It should be emphasised that the LSI does not measure the individual’s learning style with 100% accuracy. Rather it is an indication of how the individual sees oneself as a learner. More data are needed from other sources in order to pinpoint the learning style more exactly. c. The Mixed Standard Rating Scale for the clinical supervisor (MSRS) involves the evaluation of the clinical supervisor as perceived by the supervisee and was designed by Vîșcu, Cădariu and Watkins [3], which is presented below: The Mixed Standard Rating Scale for the clinical supervisor (MSRS) Initials name/ first name ____________ Age______________________________ Experience as supervisor____________ Therapeutic orientation ____________ Instruction: Below are listed a number of examples or statements that may characterize the work of your supervisor. Your task is to carefully examine each example and then determine, passing through your own filter, the answer to the following question: Is the person evaluated “better than what is stated”, “fits perfectly with the statement” or “weaker than what is stated”. If you consider that the supervisor is: - “better than what is stated” add + next to the statement; - “fits perfectly with the statement” add - next to the statement; - “weaker than what is stated” add 0 next to the statement. Please verify at the end for all the statements to be rated. 1. The supervisor offers limited ways to re-conceptualize the transference problem. Co-creation and use of new metaphors and narratives is limited. ………… 2. The supervisor is not interested in studies and news in the field. The supervisor does not participate in workshops and/or other exchanges of experience, does not read specialized literature that would help in current cases. The supervisor is superficial and is documented in mundane and non-scientific literature. …….. 3. The supervisor reassures the supervisee, that the latter’s feelings, are not perceived as an attack, but discussing these feelings is limited. The supervisee is encouraged to reflect on these feelings outside supervision. …. 4. The supervisor has the ability to adapt to the supervisee’s level of professional development, level of experience, the type of training the supervisee has as well to the supervisee’s personality, to the complexity of the case, the type of blockage/ need for support requested. The supervisor can holistically approach the supervisee’s request by adapting to supervisee’s needs. Also, if the supervisor has a different psychotherapeutic orientation than the supervisee, it is necessary to adapt