IJSP Number 5, 2023

84 14. The supervisor constantly overestimates oneself. The supervisor treats supervisees with superiority; can be conceited, does not take responsibility when appropriate and can destroy the supervisory relationship due to hubris; the supervisor neglects the analysis and management of transference and countertransference. …. 15. The supervisor can create a structure of the information received from the supervisee and one’s information, but this should be cumbersome, difficult to follow and implement by the supervisee, having a language that is either heavy or too elaborate so that it is difficult to follow by the supervisees or the supervisor doesn’t have a clear direction during the supervision process. …. 16. The supervisor collaborates with the supervisee; the supervisor identifies novel supervision methods and techniques; the supervisor uses role play to present the problem more effectively to the supervisee; the supervisor is constantly looking for sources of inspiration and is inspired by other sources that can improve one’s practice and techniques or that can contribute to the creation of new techniques; the supervisor explores new ideas and is open to new; the supervisor uses parallel metaphors and stories to explain a particular concept. ….. 17. The supervisor does not resort to psychotherapy/peer supervision. The supervisor becomes aggressively defensive, frustrated, irritated in relation to supervisees; the supervisor may neglect one’s physical/mental health and does not practice self-care activities......... 18. The supervisor fully respects the legislation in force, within the state where the supervisor works and the deontology of the psychologist profession, both in one’s private life and within supervision; fully respects the clauses of the supervision contract concluded together with the supervisee. …… 19. The supervisor tries to diffuse the situation by adopting a jovial and light- hearted tone/attitude. ….. 20. The supervisor provides a treatment plan in a directive manner. The aspect of co-creating the plan together with the supervisee is absent. …… 21. The supervisor is either not interested in observing the supervisee’s needs and peculiarities, adopting a rigid, inflexible and inappropriate attitude, or the supervisor due to overwork loses interest in the act of supervision and becomes uninvolved and superficial so that the supervisee feels that s/he is not being listened, understood and helped. At the same time, there can be the situation (as a particularity of what I mentioned above) that constantly and regardless of the supervisee and the case presented, the supervisor applies a template/questionnaire framework of questions and directions each time when supervising. …. 22. In this situation, the supervisor relies only on information from books, studies and various questionnaires but does not creatively use the information and the therapeutic techniques acquired. The supervisor cannot provide quality supervision. …… 23. The supervisor becomes an anti-model, or a model of “not like that!” If the supervisee has a good personal development, even if the supervisee was not helped by the supervisor, at least the supervisee can learn a lot in antithesis about how not to be in a therapeutic relationship, and will learn a set of values and examples that need to be avoided. …..