IJSP Number 6, 2024

52 The British Psychological Society (BPS) describes supervision as a professional activity and an ethic of reflection on the work of the therapist. Supervision is a process of “continuous learning through collaboration, experience and transformation”, which is established on practice and research- based knowledge. It is a "flexible" relationship of "mutual trust, respect and integrity" that considers the learning needs of the supervisee. Following supervision, good therapists will be fully aware of their own values, beliefs, attitudes, and weaknesses, which lessens the danger of having a negative impact on the therapeutic relationship. A model proposed by the University of Maryland encourages supervisory relationships to begin with the provision of a one-on-one counseling session, before the supervisees start working in the practice, discussing the supervision model, approach, and expectations. It is important that the supervisor and supervisee talk about their relationship and their expectations for both the clinical and supervisory experience. At the end of each session, the supervisor asks questions such as: How do you feel about today's supervision session? Is there anything you disagree with? Anything you would like to do differently for the next session? Such questions lead learners to realize that the relationship is one of collaboration and they will also be able to provide feedback. "I model what I would like them to do in a therapy session," says Beck. "I give them experience about structure and collaboration." The necessary elements for an effective supervision process are based on the creation of a relational context in which a balance is reached between the necessity of the therapists to be supported by an experienced supervisor and their need for autonomy; on listening to the emotional needs of the therapist who is experiencing difficult moments in the relationship with a client at a certain time; as well as on how the supervisor can adapt to the style of the therapist by listening empathetically, and showing flexibility. They provide a new learning context for the therapist, better self-understanding, and the willingness to learn from mistakes by reflecting on what they feel. Supervision is first and foremost a relational context. The present paper introduces a new concept of situational supervision . This theory is based on the dispositions ( psychotherapy outcome-oriented behaviour) and socio-emotional support ( supervisor-therapist relationship- oriented behaviour) that a supervisor must offer therapists in given situations, as well as on the therapists’ "level of experience" . The identification of the psychotherapy outcome-oriented behaviour and of the supervisor-therapist human relationship-oriented behaviour, as two critical dimensions of the supervisor's conduct, is an important achievement of the research in the field of supervision. These two dimensions cover a range from "autocratic" to "democratic", respectively from "orientation towards the therapist" to "orientation towards the results of psychotherapy".