IJSP Number 5, 2023

87 first year of supervision), collaborates with a supervisor who does not yet have the necessary experience and knowledge to carry out effective supervision, collaborates with a supervisor who has no professional training course, who hasn’t acquired the supervisor competence, based on the criteria required by the coordinating professional association in the respective country and was assimilated and recognized by the training association due to fortuitous considerations. Reflective observation and Structure (r = 0,657 la p < .05) Supervisees and all learners in general, need a structuring of the material proposed to be learned. Stimulating the supervisee’s reflection on what is desired to be learned, the contribution to one’s personal and professional development refers to the supervisee’s need for the supervisor to be structured when exposing the material taught. This need is not newly discovered when it comes to novice supervisees. They need structure, a plan, orientation; they need to receive from the supervisor, if possible, step by step and point by point, the solution for therapy cases, to receive guidelines, etc. The supervisee’s need for structure also comes from a performance anxiety, from what is called the impostor syndrome (the supervisees takes money from the client and thinks nothing is offered back). At the beginning of the supervision stage, the supervisee needs to be clearly told what is required of them, what the expectations are, how much time it is available, a brief description of how the individual supervision session and group supervision sessions are conducted, what is the meeting schedule, the location and how does the contract look like. The Structure dimension within the MSRS, in its definition, a definition obtained from meetings with 10 supervisors [3], also refers to the supervisor’s pedagogical style. It is possible that supervisees who have a learning style based on reflective observation want to interact with a supervisor who is sensitive to their learning needs, who simulates them to learn, who explains to them the information provided, who makes them give their best as future autonomous therapists. We believe that it would be useful, in the case of supervisees focused on reflective observation and with the need to have a supervisor with the dimension of structure, for the supervisor to focus on the presentation of the material and on stimulating discovery learning in the supervisees. The shift in emphasis from structured learning to discovery-based learning will be achieved gradually as the supervisee and the supervision group develop. Reflective observation and Creativity (r=0,658 la p<.05) Supervises need the supervisor’s creativity to stimulate them cognitively, to attract and maintain their attention and curiosity throughout the supervision process. We believe that the supervisor knows how important it is to prepare before each individual or group supervision session. The supervisor’s creativity consists in: - the selection of methods and means of supervision, - achieving and maintaining the supervision alliance and the supervisory relationship, - the observation and repair of the supervisory relationship in ways that have an impact on the supervisee,