IJSP Number 8, 2026

International Journal of Supervision in Psychotherapy, Number 8, 2026 Page | 118 quality of their work and contributes to professional growth. In our opinion, supervision should be considered on two interrelated levels: 1) at the professional level, it combines the methods of interaction between the subjects of supervision, resulting in the discovery of a new vision of the case and the acquisition of new resources for working with it; 2) at the personal level, supervision helps to reveal personal barriers to building contacts with the world and other people, to determine one's place in these contacts, and to find ways of interacting with them. Since logotherapy supervision is still developing, the choice of model is an important issue. An analysis of scientific research on this issue reveals the existence of a significant number of supervision models. Given the specifics of our study, we considered models of clinical supervision that can be integrated into a logotherapy context. Let us consider some of them. B. Proctor's three-function model [14]. This model is generally compatible with logotherapy, but it needs existential content and certain adjustments so as not to contradict the basic principles of logotherapy. It is quite integrative and flexible, but it does not make sense as a core and is characterized by insufficient attention to the “existential dimension” of the therapist. The developmental model [15] naturally aligns with logotherapy, as both view the professional path as a dynamic process of personal development. The main focus in this model is on the relationship between the supervisor and the supervisee. When using this model, both the supervisee and the supervisor develop general and specialized knowledge. The supervisor observes the supervisee from a holistic perspective, i.e., sees them as a whole personality in a multidimensional context. The supervisee is considered simultaneously on several levels: professional, personal, existential, systemic, and physical-emotional. Using this model, the logotherapist supports a gradual transition from external support to internal responsibility, recognizing crisis stages as points of possible meaning discovery. This model makes it possible to take into account what is important not only for professional development but also for personal development, which is why it is significant in the logotherapeutic context. A supervision model focused on a specific type of psychotherapy is an approach in which the supervision process is structured in accordance with the theoretical and methodological principles of a particular psychotherapeutic school, to which we can add other methods, but the main one should be existential-humanistic. Integrative models play an important role in supervisory practice. J. Bernard's model of discrimination [6] appeals to us in supervision in the sense that it has a clear structure, with the supervisor acting on an equal footing. Practical experience shows that it is often important for the supervisee to bring their own reactions that arose while working with the client. In our opinion, these are extremely important, because in logotherapy we focus not only on tools, but also on the personality of the supervisee. Every person wants to be supported. And this applies not only to professional advice, but first and foremost to support for the personality itself. Therefore, in our opinion, it is appropriate to ask the supervisee: “What were your own reactions in this case?” Countertransference can also occur in this situation, as it sometimes allows the supervisor to feel the client's own experiences. The Systemic Approach to Supervision (SAS) by E. Holloway [8], where the supervisory relationship is at the core of the model, provides structured, comprehensive