IJSP Number 8, 2026

International Journal of Supervision in Psychotherapy, Number 8, 2026 Page | 48 Contributions from interpersonal neurobiology reinforce this relational and process-oriented view of development. Authors in this field emphasize that emotional self- regulation, cognitive integration, and the development of reflective capacities are profoundly dependent on co-regulation experiences in meaningful relationships [12, 13]. This convergence between integrative psychotherapy and interpersonal neurobiology provides a solid epistemological basis for extending integrative reflection beyond the clinical setting into educational and formative contexts. European training standards in integrative psychotherapy reflect this epistemological orientation, emphasizing relationality, self-regulation, and reflection as transversal dimensions of professional development, not exclusively of clinical intervention [17]. 2.2. INTEGRATIVE PRINCIPLES RELEVANT TO EDUCATIONAL CONTEXTS Although integrative psychotherapy is historically grounded in clinical contexts, its foundational principles can be legitimately applied in educational and psychosocial contexts, provided that goals and roles are clearly delimited. In this regard, what is transferable is not therapeutic techniques, but relational and formative principles that support deep learning and professional development. A first relevant principle is the conceptualization of the relationship as a developmental space. In the integrative paradigm, the relationship is the medium in which experience is recognized, reflected, and integrated [16]. Transposed into supervision, this principle supports understanding the supervisor–supervisee relationship as a formative relationship that facilitates exploration of professional experience, clarification of dilemmas, and consolidation of identity positions, without implying a therapeutic endeavor. A second central principle is emotional regulation as a relational process. Integrative and neurobiological literature converge in emphasizing that self-regulation develops through repeated co-regulation experiences within safe and predictable relational contexts [12, 13]. In educational contexts, this principle translates into creating formative frameworks that allow recognition and reflection on emotions associated with professional practice, thereby supporting professional self-regulation and preventing emotional overload. Experience integration represents a third integrative principle of major relevance to professional training. Integrative psychotherapy emphasizes the importance of reflecting on lived experience and integrating it into a coherent narrative [15]. In supervision, this process is facilitated through guided reflective practices that transform fragmented professional experiences into learning and identity-development resources [18, 19]. By articulating these principles, supervision can be conceptualized as a reflective educational space in which relationship, self-regulation, and experience integration are systematically supported, without exceeding the boundaries of professional training. 2.3. FROM THERAPEUTIC PARADIGM TO FORMATIVE FRAMEWORK: NECESSARY DELIMITATIONS Applying integrative psychotherapy principles in educational contexts requires rigorous conceptual and ethical boundaries, essential for maintaining role clarity and formative goals. The supervision literature warns about the risk of role confusion and the