IJSP Number 6, 2024

79 having as guidelines the specific competences derived from the cross-cutting competences mentioned above. In our previous work [8;19] we mentioned that a firm delineation between competencies is not possible. The competency scheme is conceived as a methodological benchmark in the training and supervision of therapists. Thus, insight as a skill, we consider it as a permanent objective of training and supervision programs and of the training and development of therapist competences. If we consider insight as having two components, intellectual and emotional, then its practice and development is part of the objectives of training and development of transversal competences of intellectual, methodological, personal and social order, but insight is also communicated verbally, corporeally, metaphorically and then, its framing is also to the competences of communication order. Practising and developing insight in therapists is an intentionality of training programmes, regardless of the therapeutic orientation. 6. LIMITS, CONCLUSIONS AND PROPOSALS The present study has several limitations that we wish to highlight. A first limitation is the low number of participants in the two samples (45 participants in the training group and 45 participants in the supervision group). Only psychotherapists from the integrative psychotherapy orientation were included in the present study, and in the future it would be interesting to study the insight of specialists from other orientations. The development and practice of insight as a therapist's skill about self and client is not yet grounded in the curricula of training and supervision programmes. We refer here to the formative, pedagogical, learning aspects of insight in psychotherapy training programmes. Practicing and developing insight in therapists is not only achieved through training and supervision programs, personal therapy is another important component of training programs. Therapists' personal therapy begins as early as the therapist's training, or even before, and continues throughout life. Future studies can address longitudinal insight in trainees and supervisors to see how insight develops over time as trainees gain experience from training modules and as they begin working in individual psychology practice.