IJSP Number 5, 2023

86 which dimensions correlate with the trainee’s learning needs. For data processing we used the SSPSS program, the results being presented in Table 1 Table 1 SPSS processing of research results Pearson's r, p<.05 SESM1 Flexibility SESM3 Structure SESM6 Creativity LSI-AE Active experimentation LSI-RO Reflective observation 0,670 0,657 0,658 BNPSS-STR Satisfying Relationship needs -0.730 Reflective observation and Flexibility (r = 0,670 la p < .05) The supervisees’ learning style was one based on reflective observation, of observing the experience from multiple perspectives, when analysing supervisees who changes training providers. The role of reflection in supervision is well known, the supervisee needs time, space, attention from the supervisor to be able to analyze what happened in the therapeutic process exposed in the supervision session. The supervisor is often a facilitator of this reflection process and helps develop the so- called Zone of Proximal Development (ZPD), a concept developed by Vîgotsky [8]. This learning style requires flexibility from the supervisor in the sense of adapting the supervisee’s developmental stages. From our experience as supervisors, we know that depending on the supervisee’s developmental stage we use different means of supervision; we select the appropriate tools, we communicate in such a way as to ensure that we are understood. For all of this, feedback is obtained from the supervisee, if the supervisee understood what was discussed, if there a different approach will be used with the client in the first meeting. The supervisor needs to know not only the supervisee’s personality but also the learning style. During the group or individual supervision session the supervisor adapts both to the dynamics, level of development, identity of each group, and to the dynamics, level of development, identity of each supervisee who exposes the case and oneself within the group. Thus, supervisor flexibility is a characteristic of the supervisor’s behaviour. An option to meet the supervisee’s needs and to ease the supervisor’s work in the group activity would be for the supervision groups meet on established dates and to be maintained the schedule throughout the two-year period. When talking about open supervision groups, when a new supervisee enters and graduates each meeting, possibly affecting the dynamics of the group, the result is that frustrations arise, the supervisee’s shame is maintained, and thus the group is no longer a safe place. It is also difficult for the supervisor to connect to the group as a whole and to each individual participant. The training provider: - may possess an insufficient number of supervisors, collaborates with trainers, who are also supervisors and are crowded in their activity so that the emphasis is placed on the formation and running of training groups in particular and the formation or running of only one supervision group and not two groups (advanced in the second year of supervision and beginners in the