IJSP Number 6, 2024

77 and becoming courageous. The consequence is that the supervisees are driven towards hopelessness, believing that they are not cut out to be therapists. Expressing the needs of supervisees translates this assumption of ours. Often the need for supervision is directed towards "what should I do with this client? What should I apply?" a more or less explicit request for a prescription. The supervisor needs tact, empathy to support the supervisee, to encourage him/her through self-analysis, to assume his/her anxiety and to start working. We have all heard the expressions "I don't feel ready to start working with clients yet" from colleagues or "I'm still waiting a little longer before I feel ready", and here we see the consequences of an anxiety that has not yet been taken on board, but also the difficulty of acquiring a professional identity as a therapist. A therapist who lacks insight has no way of creating the framework and accompanying a client to gain insight. The absence of insight can be a temporary or a permanent condition in a therapist. Hopefully the latter exists in very few cases or not at all, the training period is also one where only those who can make it to the end and take on the role of future therapist remain in the race. Cultivating insight in supervisees in the supervision programme The psychotherapy supervision programmes propose a training curriculum, a number of hours of individual supervision, group supervision, hours worked in the office with clients, individual training, continuing professional development. Each state and each training provider will have a minimum number of hours of each component listed in the supervision curriculum. But one of the common difficulties faced by training providers is the competencies by which to design the curriculum of the supervision programme. Our interest in establishing and developing a scheme of therapist and supervisor competencies was prompted by the lack of agreement on the framework competencies required of the supervisor [8;19]. In our proposed competency scheme, we consider that at the basis of a training standard are cross-cutting intellectual, methodological, personal and social and communication competencies. For example, for the training of the clinical supervisor (here we include the psychotherapy supervisor), for the first area of transversal competences, the intellectual one, we have as general competences: information exploitation, solving issues, critical thinking, practicing critical thinking. From the general competences mentioned, derive specific competences: updating with new information in the supervision domain, solving issues in supervision, reading, research, publishing studies in the supervision domain.