IJSP Number 8, 2026

International Journal of Supervision in Psychotherapy, Number 8, 2026 Page | 32 4. SURVEY OF FORMER TRAINING PARTICIPANTS This aspect was also clearly expressed in semi-structured interviews with graduate psychotherapists who completed their training several years ago. They were asked how the former students experienced live-supervised learning and to what extent they considered this training component helpful or hindering. The survey marks the beginning of a more extensive study in which the three authors each interviewed two therapists who have already completed their therapy training under the current curriculum. They also specifically interviewed former students whom they knew had struggled, particularly when conducting therapeutic work in front of the group. In retrospect, all of them said they were glad to have experienced this hands-on form of learning and emphasized that they valued this form of live supervision as excellent preparation for independent work. The therapists interviewed unanimously reported that leading the group was often challenging and associated with tension and nervousness. Ultimately, however, it was primarily associated with positive learning experiences, and the considerations and experi ences outlined above were confirmed by the authors’ own experiences: ‒ The respondents recalled that a strong sense of trust in the group and in the training therapists, was the most helpful factor in overcoming their own fears. An appreciative working atmosphere and the awareness that we are all learners enabled the students to venture into leadership, risk making mistakes, and learn from them through concrete feedback. ‒ At the same time as the concern about being judged by the teaching therapists and fellow students, it was perceived as a relief to have the protection and reassurance of the teaching therapists present: I can practice, but there is someone there to intervene if necessary. ‒ Self-reflection after the session was considered very important for learning to reflect on the therapeutic work and put it into words, as this leads to greater clarity about one’s own motivations and assumptions. Furthermore, it forces one to be honest with oneself (working on the ego/reducing self-centeredness and fostering a more objective attitude) and develops a greater awareness of whether and what the work has achieved. It helps in assessing one’s own level of development. ‒ They confirm an early development of an “awareness of one’s own role” that helps therapists learn to fulfill their responsibilities toward clients, even when they themselves are under stress. The presence of others challenges them to learn to focus on the client. ‒ Unlike individual teaching supervision, this form of supervision also makes it possible to receive very concrete feedback on the linguistic and technical aspects of the interventions implemented. ‒ Switching roles – being a therapist one moment and a client the next – enhances the learning experience for both parties. ‒ The need to constantly reflect on one's own actions is encouraged and practiced. ‒ Feedback from others help to become more critical and self-critical; discrepancies between how others see us and how we see ourselves help us assess our own perceptions. ‒ The realization that mistakes are a natural part of learning, that they can be made in a safe environment (learning group), and that feedback is constructive and