IJSP Number 5, 2023

88 - the use of metaphors in supervision if the supervisee is sensitive to metaphors, - creating situations that stimulate the supervisee’s reflexivity by asking questions that “surprise” the supervisee. The supervisees who are in the second (or last) year of the supervision internship are assumed to be at a high level of professional development compared to the supervisees who are at the beginning of their professional path, being much more open to the supervisor’s creativity. The supervisees’ need for structure, during the last year of the supervision internship, has decreased compared to the debutant colleagues (shrouded by performance anxiety). What happens if a supervisor does not have the creativity dimension developed? The answer can only be to do everything possible to identify ways to make up for the “deficiency in the creativity dimension" by activating and developing other dimensions of MSRS (as for example Flexibility). The supervisor’s creativity needs to be centred on the time limits. An abundance of methods and techniques to stimulate creativity in a supervision session brings the risk of leaving the supervisee “anxious” in a field with so many possibilities that a clear position cannot be found! This is where the supervisor’s flexibility dimensions, from the MSRS scale comes in, to give each supervisee a little more than they need at that moment to learn, to develop professionally (Zone of Proximal Development). It is up to the supervisor to regulate, in the interaction with each supervisee and as a whole, with each supervision group, the dose of creativity necessary for the supervisee to develop professionally through the reflective observation learning mode. Thus, without a knowledge of the level at which the supervisee is, without the supervisor’s concern to be next to the supervisee in the process of one’s professional development, supervision cannot be carried out for the supervisee’s benefit and the supervisee’s client. Satisfaction of the need to relate and active experimentation (r= -0.730 at p<.05) The supervisees’ relational need refers to their need to interact with each other, especially from a professional point of view, professional interview meetings or in smaller supervision groups. From the dialogue with the colleagues included in the study, their need to interact outside of regular meetings was also mentioned, the need to connect in small professional groups, on which occasion information is exchanged, books are recommended, and professional experiences are shared. Within the institute, where the supervisors from our sample are registered, such professional interview meetings take place every month (the supervisor does not participate). The supervisees expressed their joy that they can participate in such meetings, that they feel a sense of belonging to a professional group, that each of them, based on a calendar of meetings, will organize the meeting with colleagues online (on Zoom, Skype, Google meet, etc.). Each such meeting should conclude with a summary of the meeting. Thus, the need for professional relationships is satisfied within the institute, in an organized framework, secured from the point of view of confidentiality. The supervised colleagues know each other and come from the two supervision groups (beginners - the first year of supervision and advanced - the