IJSP Number 6, 2024

72 therapy? What did you notice in your client after experiencing the emotion, feeling mentioned above? Did it influence the course of therapy? What changed in the client? If in the future you will feel this way, how will you recognise the emotion, the feeling, what will you do so that it does not influence the therapy and the client? In what other situations have you experienced these emotions/feelings? Focus on the supervision alliance- the supervisor discusses with the supervisee the agreement [10] on: tasks, objectives, evaluation of the supervision, the emotional bond between them, what elements, materials are brought and how they are brought into the supervision. Through questions such as: What did you experience when we set the goals and tasks of supervision in this supervision session? What do you think there is more to say, did you try not to mention or did you "pack" in this supervision session? The supervised therapist is helped to gain new insights about him/herself and the issue he/she brings to the supervision. Focus on parallel processes - the supervisor is careful about what may or may not be a parallel process in supervision. It happens that the supervised therapist brings into the supervision a problem that belongs to him or her, but projects it onto the client; what is not yet known is brought into the supervision, thus, supervision as a whole is a process that facilitates insight. Questions such as: If there is something not mentioned or has concerned you how to tell me about the supervision alliance do you consider that "something" to be present in the therapeutic relationship? In what other situations in your life have you experienced similar emotions/feelings in your interaction with the client. Questions of this kind identify situations in the client's story that are similar to situations in the therapist's personal life. If the supervisor sees similarities, he/she identifies the problem with the supervised therapist and suggests additional individual therapy to the supervisee. The supervisee "offers him/herself" and mentions what he/she feels, what he/she believes the supervisee has conveyed to him/her regarding the supervisee's needs for supervision (the stated needs of the supervisee are an extension of the client's therapy needs). The focus on parallel processes is an opportunity to stimulate self-reflection of the supervised therapist. We have practiced in individual and group therapy sessions the administration to supervisees of an Insights Sheet (our term) designed after Ladany, Friedlander and Nelson's [9] Critical Incidence Model. The sheet is completed after the conclusion of the supervision session and by completing it, the supervisee has the opportunity to gain new insights. The supervisee's need for supervision mentioned at the beginning of the supervision session is written on the Insights Sheet. The need for supervision is "verified" with the supervisor through dialogue between supervisor and supervisee, through questions, through rephrasing the need. In fact, we consider the final need for supervision that the supervisee has agreed on (it is equivalent to Level 1 of the Supervision Pyramid). The supervisor-supervisee dialogue continues with questions on each of the