IJSP Number 8, 2026

International Journal of Supervision in Psychotherapy, Number 8, 2026 Page | 52 4.2. CO-REGULATION AS A FORMATIVE MECHANISM IN SUPERVISION Contemporary literature emphasizes that self-regulation does not develop in isolation but is preceded and sustained by co-regulation processes. From the perspective of interpersonal neurobiology, co-regulation is the mechanism by which individuals organize emotional and cognitive experience through a safe, predictable relationship [14, 15]. Schore highlights the role of significant relationships in developing emotional regulation systems, emphasizing that experiences of containment and external regulation are gradually internalized and become self-regulatory capacities [14]. This perspective is relevant for understanding supervision as a formative space in which the supervisor– supervisee relationship can function as a co-regulatory environment without having a therapeutic goal. Interpersonal neurobiology also links co-regulation to experience integration and reflective capacity development. Relationships offering safety, clarity, and relational availability facilitate neural and cognitive integration processes, supporting self-regulation. [15] In supervision, these processes manifest as the supervisee’s ability to reflect on professional experience without being emotionally overwhelmed or defensive. Thus, the supervisor–supervisee relationship may be understood as a privileged context of professional co-regulation . Through structuring the framework, clarifying roles, and supporting guided reflection, the supervisor helps create a safe space in which professional experiences can be explored and integrated. This function does not imply therapeutic intervention but supports an educational process of regulating and organizing professional experience [9]. Co-regulation therefore functions as a formative mechanism mediating the shift from unorganized emotional reactions to reflection, meaning, and professional self-regulation. 4.3. SELF-REGULATION AS A MEDIATOR OF PROFESSIONAL DEVELOPMENT Self-regulation plays a central role in professional development, acting as a mediator between practical experience, guided reflection, and the consolidation of professional identity. The literature indicates that professionals who develop strong self- regulatory capacities are better able to manage practice complexity, tolerate uncertainty, and maintain long-term professional engagement [20]. The link between self-regulation and reflection is supported by reflective practice theories, which emphasize reflection’s role in organizing and restructuring experience [18, 19]. Guided reflection within supervision transforms raw professional experiences into integrated knowledge, supporting cognitive and emotional self-regulation. Without such reflective mediation, experience risks remaining fragmented or may lead to professional rigidification. Self-regulation is also closely related to professional identity development. Professional identity is not static but a dynamic process of integrating values, roles, and professional experiences [21, 22]. Self-regulation enables professionals to navigate external demands and internal values, supporting identity coherence and professional responsibility. Recent studies confirm that supervision supporting self-regulation indirectly contributes to professional identity consolidation and increased professional satisfaction