Guidelines for the

Implementation of the

Supervised Practice of

Psychologists

The Guidelines were developed by the

SUPER PSIHOLOG project team:

Anja Podlesek, Julija Pelc, Katarina

Kocbek, Vlasta Zabukovec, Mateja

Štirn, Vita Poštuvan, Tina Pirc, Per A.

Straumsheim, Eva Danielsen, Mona

Duckert, Bjarte Kyte, Sonja Bučar,

Katja Ponikvar

Projekt je bil sofi nanciran s strani Norveškega fi nančnega

mehanizma 2009–2014 in nacionalnih sredstev RS.





Projekt je bil sofinanciran s strani Norveškega finančnega

mehanizma 2009–2014 in nacionalnih sredstev RS.

Guidelines for the Implementation

of the Supervised Practice of

Psychologists

The Guidelines were developed by the SUPER PSIHOLOG project team:

Anja Podlesek, Julija Pelc, Katarina Kocbek, Vlasta Zabukovec,

Mateja Štirn, Vita Poštuvan, Tina Pirc, Per A. Straumsheim,

Eva Danielsen, Mona Duckert, Bjarte Kyte, Sonja Bučar, Katja Ponikvar

Guidelines for the Implementation of the Supervised Practice of Psychologists Authors: Anja Podlesek, Julija Pelc, Katarina Kocbek, Vlasta Zabukovec, Mateja Štirn, Vita Poštuvan, Tina Pirc, Per A. Straumsheim, Eva Danielsen, Mona Duckert, Bjarte Kyte, Sonja Bučar, Katja Ponikvar Editor: Anja Podlesek

Reviewers: Carol Falender, Sissel Reichelt

Translator: Vesna Leme

The cover photograph: Stock photo © -Antonio-

Technical Editor: Jure Preglau

© University of Ljubljana, Faculty of Arts, 2016.

All rights reserved.

Published by: Znanstvena založba Filozofske fakultete Univerze v Ljubljani/Ljubljana University Press, Faculty of Arts

Issued by: Department of Psychology

For the publisher: Branka Kalenić Ramšak, Dean of the Faculty of Arts, University of Ljubljana Design and layout: Jure Preglau

Printed by: Birografika Bori, d. o. o.

Ljubljana, 2016

First edition, digital edition

Avaliable on: www.superpsiholog.si

Publication is free of charge.

This publication was supported by Norway Grants 2009–2014, national funds of the Republic of Slovenia and funds provided by the project partners in the SUPER PSIHOLOG project.

Kataložni zapis o publikaciji (CIP) pripravili v Narodni in

univerzitetni knjižnici v Ljubljani

COBISS.SI-ID=287400448

ISBN 978-961-237-874-5 (pdf)

Table of contents

The Supervised Practice and Inclusion of a Psychologist

Beginner in the Supervisory Relationship

5

The Scope of Supervision Sessions

6

The Establishment of Supervisory Dyads

6

The Structure and Content of Supervision Sessions

6

Modality of Supervision Sessions

12

Time Frame and Location Recommendations

13

Preparation of Materials for Supervision Sessions

14

Documenting the Supervision Sessions

14

After the Conclusion of the Supervised Practice

15

Supervision of Supervision

16

The Scope of Supervision of Supervision

16

Establishing Supervisory Groups

16

The Structure and Contents of Supervisory Sessions

17

Modality of Supervisory Sessions

22

Time Frame and Location Recommendations

22

Case Treatment with Supervision Methods

22

Documenting Supervisory Sessions

23

After the Conclusion of Supervision of Supervision

23

Trainings

24

Training of Students

24

Training of Psychologist Beginners

24

Training of Supervisors

26

An Example of Training of Supervisors

29

Training Supervisors of Supervisors

34

Web Platform

36

Financing of Supervised Practice System

40

Promotion of Supervised Practice

43

Promotion of Supervised Practice within the

Framework of Academic Studies

43

Promotion of Supervised Practice among Employers

44

Promotion of Supervised Practice among Wider Public

45

Promotion of Supervised Practice among Professionals

45

3





The Supervised Practice and Inclusion of a

Psychologist Beginner1 in the Supervisory

Relationship

After having concluded a five-year academic studies the master degree psychol-

ogist is not yet qualified to independently practice psychology. The early career

psychologist must perform his/her psychological services under supervision for

at least a year. The supervised practice is a professional training carried out in

a real work setting with the aim of: (i) preparing a psychologist for independ-

ent practicing; (ii) developing the professional role of psychologist, professional

judgment, self-awareness, responsiveness, personal integrity and ethical con-

duct; and (iii) integrating theoretical and practical knowledge. A one-year super-

vised practice is therefore a necessary precondition for independent practicing

and for providing high-quality psychological services. During this year the newly

qualified psychologist will encounter different professional tasks, challenges and

issues which will be solved with the support of a supervisor, i.e. a psychologist

recognised as being adequately trained for providing supervision in the relevant

field of psychology.

The implementation of the supervised practice is managed and monitored by

the supervised practice administrator (hereafter: the system administrator2).

1 The terms psychologist beginner and supervisee are used as synonyms.

2 In Slovenia the system administrator is the Slovenian Psychologists’ Association – a member of the European Federation of Psychologists’ Associations (EFPA).

5





The Scope of Supervision Sessions

The supervised practice is at least one year long. Supervision sessions are carried

out during the same period of time.

Supervision sessions encompass the minimum of 20 two-hour sessions (120 min-

utes), that is, 40 hours of supervision performed during the supervised practice

(the minimum of 2400 minutes). Additional longer visits by the supervisor in the

supervisee’s workplace are recommended, the duration of the visit being the mini-

mum of 5 hours; or the supervisee can visit the supervisor. In cases when the su-

pervisory dyad does not implement a longer visitation, additional 5 hours of super-

vision have to be implemented. Total minimum of supervision period is 45 hours.

The supervised practice implementation is terminated (frozen) when exception-

al circumstances occur (sick leave, maternity leave, employment change etc.).

The termination status is agreed between the supervisor, the supervisee, and

the system administrator by a supplement to the Supervision Agreement.

The Establishment of Supervisory Dyads

The psychologist beginner selects a suitable supervisor with regard to the do-

main of psychological practice, location etc., from the database of qualified su-

pervisors. They jointly decide on the beginning of the supervised practice. The

supervisee informs the system administrator about the selected supervisor and

the date of the supervised practice beginning, and pays the fee for entering the

supervised practice system. The system administrator prepares everything that

is required for monitoring the work of the supervisory dyad.

The Structure and Content of Supervision Sessions

During the supervised practice and supervision sessions the contents specified

below are treated, however, not necessarily in the same order. The contents can

be regularly included in supervision sessions, or treated in special sessions.

1. Getting to know each other, building rapport and exchanging expectations

The first session is intended for building rapport. The supervisor and the su-

pervisee communicate their expectations, motivation for participating in the

6

supervised practice system, personal experiences regarding the implementation of psychological services and the supervisory relationship, etc. The tools accessible on the website of the supervised practice can be useful, as well as the tools

on the internet platform and other resources by own choice.

Building rapport is very important in establishing a safe and confidential relation-

ship between the supervisor and the supervisee. The quality of their initial con-

tact determines the quality of their further supervisory relationship. Directedness,

compassion, and authenticity in the relationship enable them to enter the dia-

logue directly, and with personal exchange of their experiences. There are indi-

viduals who are reserved and need more time to build a collaborative relationship.

The supervisor responds to individual needs of the supervisee. During the conver-

sation they jointly explore routes for optimum achievement of the set goals.

2. The supervision agreement

The system administrator sends the Supervision Agreement form to the super-

visees already upon their inclusion into the supervised practice system, that is,

after they have settled the fee for entering the supervised practice system. The

supervisees can obtain the information regarding the agreement at the training

or the supervised practice conference. Thus the supervisee can inspect the Su-

pervision Agreement form prior to the first session, consider important topics/

contents, and become familiar with his/her rights and duties.

A general section of the Supervision Agreement includes the introduction of the

purpose of the supervised practice, its goals, and the aims of supervision, the re-

sponsibilities of the supervisor and the supervisee, and general provisions regard-

ing the implementation of supervision. A specific section of the Supervision Agree-

ment encompasses communication of expectations of the supervisor towards the

supervisee, expectations of the supervisee towards the supervisor, context and

content of supervision, documentation of the supervised practice and session ma-

terials, formal regulation of supervision, ways of preventing obstacles occurring

during the supervision process, and the evaluation of the Supervision Agreement.

The supervisor and the supervisee start preparing the Supervision Agreement dur-

ing their first session. In cases when they do not communicate the entire agree-

ment on the first session, they agree to prepare suggestions for the specific part of

the Agreement until the next session when they complete the Agreement. Advice:

The supervisory dyad can be assisted in preparing the Supervision Agreement by

applying tools for mutual preparation of documents (e.g. Drive, Dropbox).

The second session is the time when the supervisor and the supervisee have to

conclude the Supervision Agreement. They communicate all points of the Agree-

ment (both the general part and specific part) and write down the provisions

7

of the second section. They clearly specify the roles of supervisor and supervisee while adhering to professional and ethical standards. They accurately define

their expectations, methods of documenting the supervised practice and super-

vision sessions, methods of reflection, evaluation etc.

The supervisor and the supervisee sign the general section of the Agreement.

The signed general section of the Supervision Agreement is sent by the supervi-

see to the system administrator, not later than one week after the second ses-

sion. The specific section of the Supervision Agreement is kept by the supervisor

and the supervisee.

The plan of the supervised practice is jointly communicated between the super-

visor and the supervisee. The supervisee writes down the supervised practice

plan. Such note taking of set goals and the expectations regarding the super-

vised practice course is essential for the work to be successful. Articulating, writ-

ing, and clarifying their goals and expected course of the supervised practice

enhance the awareness of ideas and understanding of needs and expectations

regarding the supervised practice. The supervised practice plan is a supplement

to the specific section of the Supervision Agreement.

The supervisor and the supervisee regularly monitor how they follow the Super-

vision Agreement, and upgrade and readjust it as needed.

3. Communication with clients

By means of video recordings or on the basis of the supervisor’s visitation in the

supervisee’s workplace the supervisory dyad analyses the supervisee’s commu-

nicating with clients, establishing contacts and working alliance with clients, and

informing clients on the treatment findings. The supervisee reflects on the situa-

tion and the supervisor provides feedback on the observed. They discuss possible

future improvements. It is important for the supervisee to become aware in his/her

work of possible still unconscious experiencing and conduct towards clients and to-

wards himself/herself, and other peculiarities arising from clients and/or context of

the supervised practice implementation. It is important for the supervisee to, with

the help of the supervisor, find more suitable ways of understanding the situation

and performance, and to apply new ideas and skills within the framework of the

supervision process. The supervisor helps the supervisee reflect on the experience,

perceive the situation from meta-position and thus establish critical distance.

4. Ethical dilemmas

When solving ethical dilemmas occurring while implementing psychological

services and treating and resolving ethical questions relating to the supervisory

8

relationship, the supervisory dyad adheres to the Code of Professional Ethics of Psychologists and other relevant documents.

The supervisor is advised to constantly bring to his/her and the supervisee’s awareness possible ethical dilemmas. Cases when ethical dilemmas can occur

in the relationships between the supervisor and the supervisee, and the super-

visee and clients, are:

• Intergenerational differences (or the absence of differences when the su-

pervisor and the supervisee are of similar age);

• Friendship and/or other forms of dyadic roles;

• Interpersonal attractiveness/repulsiveness;

• Not clearly defined and specified roles and expectations when both the su-

pervisor and the supervisee are employed in the same work organization,

so their work and supervisory relationships interfere;

• Application of different theoretical/practical models and approaches;

• Presenting the supervisor-supervisee session recordings to the supervisor’s

supervisory group;

• Violation of confidentiality of the data regarding the client, supervisee, or

supervisor.

5. A psychologist work position, relevant legislation and legal performance by

the psychologist beginner

The supervision sessions treat, among other things, the systematization and

characteristics of a psychologist beginner’s work position and work tasks. Be-

sides, the supervisor brings to supervisee’s awareness important aspects of

relevant legislation and assures that the beginner performs legally. When talk-

ing about the characteristics of the work position, they discuss frequent ethi-

cal dilemmas occurring in the workplace, personal data protection, violence

prevention etc.

At the beginning of the supervisory relationship the supervisory dyad systemati-

cally outlines the work position and work tasks of the supervisee, and legislation

regulating the domain of psychological work (including ethical conduct). These

aspects are introduced at the initial training for implementing the supervised

practice and annual conferences on the supervised practice as well.

It is the supervisee’s responsibility to be knowledgeable of the legislation and

operate in compliance with the law. The supervisor and the supervisee regularly

discuss the legislation aspects and the aspects of the psychologist’s performance

in a professional environment. It is important that both the supervisor and the

supervisee have these aspects in mind during the entire supervised practice and

all supervision sessions. Even though a structured initial training of the supervi-

see in the area of legislation is required, performing the actual work tasks and

9

solving practical cases with the supervisor’s regular support and reflection facili-tate the supervisee’s mastering of different legislation aspects.

6. The competence model

The beginner learns about the EuroPsy competence model prior to the inclusion

into the supervised practice (within his/her academic education and/or in other

ways). Considering the development of competences is constantly present dur-

ing the supervised practice. During supervision sessions the supervisor and the

supervisee talk about which competences the supervisee has been developing

in his/her work since the previous session. When, for instance, the supervisee

describes the intervention he/she applied, both the supervisor and the super-

visee define which competences were used and developed in the performance.

Towards the end of each session they examine which competences have also

been developed during the session. Thus the supervisee trains his/her sensitivity

for and awareness of the application of specific competences in a particular situ-

ation and their effects on the quality of the task performed, the relationship etc.

7. Reflective practice and providing feedback

Through receiving the supervisor’s feedback the supervisee trains how to give

feedback himself/herself to either clients or the supervisor on supervision. Qual-

ity provision of feedback is jointly implemented in the supervisory relationship.

It is important for the supervisor and the supervisee to devote enough time to

reflection on various levels (contents, process, and relationship, recognizing in-

ner experiencing) during the supervision process.

8. The supervisory relationship

The supervisor and the supervisee establish a professional supervisory relation-

ship which includes self-disclosure and exchange of personal contents as this is

of key importance in developing a safe and open supervisory relationship. The

supervisor enters this relationship on a personal level, with responsibility and a

desire to collaborate. The supervisor is aware that he/she brings certain expec-

tations and vision of the supervisee’s development into the supervisory relation-

ship, as well as the vision of his/her own growth and the advancement of the

supervisory relationship. These aspects can influence the supervisor’s creation

of collaborative relationship with the supervisee. The supervisor’s relationship

towards the supervisee is distinguished by respect, sincerity, empathy, partici-

pation in and support of the supervisee’s realization of own powers and sourc-

es helping him/her in achieving the set goals. The supervisory dyad maintains

10

professional relationship, and reflects on it regularly (e.g. the supervisor and the supervisee talk about how they felt while discussing a particular topic, problem).

Constant reflective practice is important for another reason as well – the super-

visory relationship is constantly developing and changing. Metacommunication,

conversation about the relationship, and reciprocal dialogue-based communica-

tion enhance the understanding of what is happening in the relationship through

the time, and correspondingly the agreements are readjusted. The quality of the

supervised practice process is closely related to the quality of the supervisory

relationship which can be managed efficiently only with regular reciprocal and

sincere reflection.

9. Evaluation

The supervisor and the supervisee conduct an interim evaluation and the final

evaluation.

The interim evaluation is important for evaluating the progress towards achiev-

ing the set goals, both the supervisor’s goals and the supervisee’s goals. The

supervisory dyad evaluates the development of the supervisee’s competences in

the supervision process (the course of their collaboration, supervision work, ob-

stacles occurring during the process, and what the process is supported by). On

the basis of accurate analysis of the implementation of the supervision agree-

ment, the goals attained, and recognition of obstacles, the supervisor and the

supervisee upgrade the developmental plan in compliance with the needs and

new emerging goals. They redefine the supervisory relationship goals and read-

just the Supervision Agreement as needed.

The supervisor’s responsibility is to regularly treat the supervisee-related cases in

his/her supervision of supervision. In cases when the supervisee’s progress is too

slow, the supervisor and/or supervisory group help the supervisor find suitable

solutions. Thus a timely solution of possible obstacles is achieved, the desired pro-

gress is enabled, and the timely conclusion of the supervised practice is assured.

The final evaluation is conducted upon the conclusion of the supervised practice.

During at least one of the closing sessions the supervisor and the supervisee

perform a comprehensive evaluation of the supervisee’s continual professional

development during the time of their collaboration, and discuss the supervisor’s

assessment of the supervisee’s competences.

The supervisor assesses the supervisee after one year of the implementation

of the supervised practice where at least 20 two-hour sessions have been per-

formed (exceptionally after a longer period of time if the supervised practice

has been terminated/frozen due to extraordinary circumstances; the super-

vised practice period is prolonged for the length of termination). The supervisor

11





submits the evaluation of the supervised practice to the system administrator.

The supervisor is obliged to inform the system administrator on the agreement

between him/her and the supervisee regarding further participation in the su-

pervised practice.

In cases when after the period of one year (and within this period after the

minimum of 20 sessions) the evaluation of supervisee’s competences remains

negative, the supervisor and the supervisee agree on whether or not they

will continue working together – the supervisee can continue the supervised

practice with the same supervisor, or selects another one. In cases when the

supervisee continues supervision with the same supervisor, the supplement

to the existing Supervision Agreement is concluded, or the Supervision Agree-

ment is readjusted and updated. In cases when the supervisee continues the

supervised practice with a different supervisor, he/she informs the system ad-

ministrator about that, and in collaboration between all three participants (the

supervisor, the supervisee, and the system administrator) a new Supervision

Agreement is concluded.

10. Bringing the supervisory relationship to an end

Closing of the supervisory relationship is carried out gradually by means of regu-

lar reflection on the supervisee’s achievements and on the goals which will be

attained upon the conclusion of the process. The final session presents a con-

cluding dialogue of the final evaluation. It is recommended that the supervisor’s

assessment of the supervisee’s competences and self-assessment by the super-

visee is prepared and presented to the supervisee on the previous session. Thus

the last session provides enough space to evaluate the achievements and the

supervisory relationship, and recognize open questions and dilemmas. The su-

pervisor and the supervisee examine and celebrate the achievements and agree

on whether or not they will conclude the relationship or continue collaborating.

In case of latter, they specify the modality of collaboration.

Modality of Supervision Sessions

Supervision sessions are implemented as meetings in person (face to face ses-

sions), exceptionally, due to reasoned circumstances, they can be implemented

by means of videoconference calls (e.g. Skype sessions). An individual supervi-

sion session is recognized as implemented if it is at least 90 minutes long, and

is implemented at the time scheduled in advance, and in a proper location. A

predicted length of a supervision session is 120 minutes.

12





An exchange of information/consultation over the phone, e-mail etc. does not

count as a supervision session.

In cases of severe situations the supervisee can contact the supervisor and they

can schedule an extra supervision session. Examples of emergency and inter-

ventions in such cases are determined in the Supervision Agreement; thus the

boundaries of the relationship are specified. The supervisor empowers the su-

pervisee to act on his own and offers information on how and when to do so, and

where else he/she can find more information etc.

Time Frame and Location Recommendations

The supervisory dyad defines the period of supervision in the Supervision Agree-

ment. They agree on the time frame of sessions – for instance, every first and

third Wednesday per month. It is desired that they prepare a schedule of ses-

sions for three months in advance and adjust it regularly. Deviations from the

scheduled time frame are exceptional, in cases of extraordinary circumstances.

The supervisor’s responsibility is to find a suitable and permanent location for

implementing supervision sessions. The supervisor can find the space on his/her

own or in agreement with the supervisee or the system administrator. The place

has to be suitable for professional implementation of supervision: enabling

13





privacy, safety, and ethics with regard to the supervisee and the people treated, and the institution of practice. It has to be quiet, without disturbing factors, adequately lighted and with proper room temperature.

Preparation of Materials for Supervision Sessions

It is supervisee’s responsibility to come to each supervision session prepared.

The supervisee prepares the material presenting a content basis for the session

work. The supervisee can bring notes on cases, word-for-word notes on treat-

ments (i.e. verbatim reports which contain word-for-word notes of client’s and

psychologist’s words; accurate notes or transcriptions of audio recordings are

recommended), audio recordings, video recordings, and other formats of mate-

rial. The choice of format depends on the focus and goals of the supervision ses-

sion. It is recommended that the supervisee discusses the format and content

of material with the supervisor on the previous session. For focusing on the con-

tent of the psychologist’s work, the application of case notes is sufficient. When

the focus is on the psychologist’s communication with the client, establishment

of the relationship with the client, emotional responses by both etc., then video

recordings are more suitable. They enable a more objective insight into the psy-

chologist’s verbal and non-verbal responses and accurate analysis of all parts of

the treatment. Case notes can selectively cover parts of the treatment because

the supervisee may not expose all important aspects of the treatment, or some-

times he/she may not notice, write down, or be aware of something in the treat-

ment. Video recordings enable (multiple) review and analysis of individual sec-

tions of the recording. By focusing on various parts of the treatment we can spot

its strengths and weaknesses. The supervisee can faster recognize inadequate

procedures, become aware of them, learn more effectively, and improve his/

her performance. It is important for the supervisor to be aware that the material

is also expressed directly on the session through the quality of the supervisory

relationship and ways of communication, in recognition of defensive stanzas,

contact terminations, and parallel processes, which are always an expression of

the unconscious, and mirror possible happenings in the work cases presented.

Documenting the Supervision Sessions

The supervisee enters basic information regarding the supervision session in

compliance with the protocol (location, date, session duration, participants,

14





contents treated) on the internet platform of the supervised practice system not later than in the period of one week following the session, or writes down why

the session has been cancelled.

The system administrator regularly monitors the notes and in cases of delay takes suitable measures. The system administrator checks with the supervisor

how the sessions are being implemented, why there was a delay, and what the

plan for further work is. In cases when there are unreasoned and irreparable de-

viations from the prepared plans, the system administrator resigns from moni-

toring the supervised practice. The system administrator then agrees with the

supervisee and the supervisor on the continuation of the supervised practice

(e.g. how the supervisee will compensate for the missed sessions, whether or

not the supervised practice shall be terminated if the supervisory dyad does

not perform the required tasks in due course, or in cases of relational difficul-

ties whether or not the supervisee shall continue supervision with a different

supervisor, etc.).

After the Conclusion of the Supervised Practice

After the supervised practice has been concluded, the supervisee sends the doc-

umentation required (the EuroPsy forms) to the system administrator. The sys-

tem administrator awards him/her the certificate on the successfully concluded

supervised practice. The certificate provides the basis for obtaining the EuroPsy

Certificate.

Even though after the successfully concluded supervised practice the psycholo-

gist can practice psychology independently, it is recommended that he/she

continues participating in supervision as this enhances further advancement

of competences and contributes to the quality of psychological services. The

psychologist can join various types of supervision (group supervision, individual

supervision, intervision etc.). The psychologist can continue supervision with the

same person as in the supervised practice. It is important for the psychologist to

regularly attend other activities of continuous professional development, with

the purpose of assuring quality of his/her work. Demonstrating continuous pro-

fessional development is a requirement that has to be fulfilled in order to keep

the certificate/license for practicing psychology.

15





Supervision of Supervision

The supervision of supervision is intended for supervisors.

The Scope of Supervision of Supervision

The supervision of supervision is at least one year long, encompassing the mini-

mum of 10 at least three-hour sessions of supervision (30 hours or 1800 minutes

altogether), implemented during the supervision of the beginner’s practice.

The supervision can be terminated when exceptional circumstances occur (sick

leave, maternity leave, employment change, termination of the supervisory re-

lationship requiring the supervisor to participate in the supervision etc.). The

termination status is agreed between the supervisors in the supervision group,

the supervisor-of-supervisors, and the system administrator by a supplement

to the Supervision Agreement concluded as soon as possible after the circum-

stance has occurred (not later than in the period of one month).

Establishing Supervisory Groups

Individuals who want to be qualified as supervisors settle the fee for entering

the system of the supervised practice and thus obtain the possibility for par-

ticipating in the training of supervisors, posting their information in the data-

base of supervisors, applying the internet platform in supervision, continuous

16





professional development in supervision, and the possibility of participating in

the supervision/intervision of supervision. The fee is intended for covering the

administrative expenses of the supervised practice system operation.

During the time of the training of supervisors which lasts one year, individu-

als are included in the supervision. The supervision of a supervisor is usually

performed in supervisory groups, exceptionally it is implemented individually.

Experience of group supervision is very important for the supervisor as he/she

can learn to recognize the group dynamics, levels of group processes, roles, im-

proves understanding of the systems and their functioning with the aim of be-

ing able to sensitively and with greater awareness include in supervision the

understanding of the supervisee’s functioning within a particular system or con-

text. Later, after the training for obtaining the title supervisor, the supervisor can participate in intervision instead of supervision. An intervisory group is not

necessarily the same group as the group which under the guidance of the su-

pervisor operated during the training. Members of an intervisory group can be

the individuals who already have the experience of participating in the entire

process of the supervision of supervisors, since performing in the intervisory

group requires the knowledge of the development of the supervision process

and a certain level of professional autonomy and maturity within the process.

Supervisory groups, as a rule, are comprised of 4 to 5 supervisors, and are led by

the supervisor of supervisors. Adequate number of supervisors encourages great-

er dynamics and diversity of the group process which enriches the supervision.

The groups are formulated at the beginning of each training of supervisors. It is

important for the supervisor to be included in a long term supervision process at

least once as he/she operates with systems and groups in his/her workplace and

within the supervisory relationship. A group can offer more interactivity and diver-

sity which also presents a more intense learning of different relational and com-

munication competences, skills of problem solving etc. Supervisory groups are cre-

ated by the system administrator with regard to the supervisor’s field of practice,

location of work etc. The system administrator informs future supervisors about

the beginning and the course of the work in a supervisory group. The system ad-

ministrator prepares everything required for monitoring the work of a supervisory

group (instructions, forms, adds the supervisor-in-training to the e-mail list etc.).

The Structure and Contents of Supervisory Sessions

The structure of the supervisory session comprises three levels: introduction,

body (case treatment), and closing (analysis, reflection, summary, plan, and find-

ings with regard to the session contributions).

17

Supervisory sessions encompass the contents as follows:

1. Getting to know each other, building rapport and exchanging expectations,

the Supervision Agreement

The supervisors-in-training in their supervisor present their expectations and

discuss the Supervision Agreement on the first session. They clearly define

the roles and responsibilities of the supervisor and the members of the super-

visory group, expectations, the method of documenting the supervisory ses-

sions and ways of interventions in special cases agreed on during supervisory

sessions. Beside professional contents and fulfilment of formal obligations of

initial sessions the supervisor is responsible for stimulating the process of de-

veloping a sense of belonging, safety, identity, goal-orientation and purpose of

the group. It is important for the supervisor to devote enough time to building

rapport, while he/she skilfully leads the supervision process and establishes

conditions for the development of quality relationships, open dialogue, and

resolution of possible conflicts.

The supervisor and supervisors-in-training sign the Supervision Agreement. The

signed Agreement is sent by the supervisor to the system administrator not lat-

er that one week following the second supervisory session (in cases when the

Agreement consists of general and specific parts, only the general section of the

Agreement is sent to the system administrator).

The supervisor and supervisors-in-training regularly monitor, by means of regu-

lar reflection, how well they follow the Supervision Agreement. The Agreement

is updated and readjusted as needed.

2. Ethical dilemmas

Sensitivity of questions and dilemmas in the area of ethics is important and

special attention needs to be devoted to them. Ethical dilemmas often re-

late to the value system of a person and his/her beliefs. Maintaining ethical

conduct in relationships on all levels improves the quality of work and choice

of our behaviours. The supervisor and supervisors-in-training adhere to the

guidelines for treating ethical questions when they have to deal with ethical

dilemmas resolution.

Cases of ethical dilemmas are related to:

• Intergenerational, intercultural and interpersonal diversity (between super-

visors-in-training and between supervisors-in-training and their supervisor);

• Setting of boundaries, friendships between the members of the supervisory

group, and/or other forms of dyadic roles;

18

• Interpersonal attractiveness/repulsiveness;

• Application of different theoretical/practical models and approaches in

work and supervision;

• Presenting the supervisor–supervisee session recordings to the supervisory

group;

• Violation of data confidentiality regarding the client, supervisee, supervisor,

and members of the supervisory group;

• Conduct and intervention in cases of violence and protection of young and

vulnerable groups etc.

3. Legislation

The supervisor assures that the supervisors-in-training become aware of the rel-

evant legislation aspects and perform their practice and supervision in compli-

ance with the law. In cases of misconduct the supervisor is expected to adhere

to the law and act accordingly.

4. The competence model

The supervisor encourages supervisors-in-training to be continually aware of the

acquired supervision competences quality (level of development, progress, lack

of progress etc.).

5. Reflective practice and giving feedback

During supervision of supervision, supervisors-in-training reflect on their super-

vision. Every supervisor is obliged to treat their supervisees’ cases in supervi-

sion and obtain feedback. In cases when there are drawbacks in developing the

supervisee’s or supervisor’s competences, the supervisor of supervisors and/or

the supervisory group help find suitable solutions. Thus timely resolutions of ob-

stacles occurring during the process of supervision and well-timed conclusions

of the supervised practice are achieved.

By receiving feedback from their supervisor and other members of the supervi-

sory group, supervisors-in-training become trained to provide comprehensive

and quality feedback to psychologist beginners. Giving and receiving feedback is

reciprocal in the supervisory relationship. Feedback enhances and enables self-

reflection of higher quality. The focus of research and communication is both

the professional and the personal area of functioning in the supervisory rela-

tionships (relationship supervisor of supervisors – supervisor, and relationship

supervisor – supervisee).

19

6. Supervisory relationship

In a supervisory group there is a professional supervisory relationship between

supervisors and the supervisor of supervisors. Such a relationship includes self-dis-

closure and exchange of personal contents as well as open conversation regarding

supervisees-related contents. Supervisors enter the supervisory group personally,

in desire to collaborate, and with responsibility of enabling appropriate develop-

ment of their supervisees and of the supervisory relationship. They are aware of

their expectations with regard to supervisees, themselves, the supervision rela-

tionship, other supervisors-in-training, the supervisor of supervisors, relationships

in the supervisory group, and the supervised practice system administrator. When

establishing a collaborative relationship in the group, all the mentioned relations

are taken into consideration. It is important for supervisors to be aware of the fact

that their attitude towards the group is indicative of respect, sincerity, presence,

empathy, participation and providing support to other members of the group in

exploring their own power and sources required for accomplishing the set goals.

The professional relationship is maintained and reflected on by the group mem-

bers in compliance with the guidelines on reflective practice with regard to their

own work and relationship (e.g. they reflect on how they felt during a particular

conversation on a particular topic; they monitor what is happening to their rela-

tionship during the course of time; they reflect on their satisfaction with their goal attainment, what they would like to change etc.). As needed, in accordance with

the relationship and competences development their responses are adjusted.

7. Evaluation

The supervisory group conducts regular evaluation of supervision upon the con-

clusion of each session. Regular evaluation practice is important for monitoring

whether or not supervisors show adequate progress, and whether or not the su-

pervisory relationship is suitably advancing. It provides essential information how

supervisees experience their supervisor and how this impacts the group function-

ing and individuals’ performance in the group. By means of regular evaluation,

self-awareness and the awareness of group dynamics become more profound. In

the middle of the supervision process special attention is devoted to interim evalu-

ation, and upon the conclusion of the process (after one year of supervision) spe-

cial focus is on the final evaluation which encompasses different levels.

The aim of interim evaluation is to find out whether or not supervisors progress

adequately, what supports and what hinders their advancement. The supervi-

sory group evaluates supervisors’ development of supervision competences,

supervisees’ competences development, the supervisory group process, and

challenges occurring in relations between the group members. The interim eval-

uation clarifies whether there is a supervisor or supervisee who does not exhibit

20



advancement of competences as it has been desired and expected, whether or

not there are difficulties in the supervisory relationship etc., and it focuses on

the relationships between the group members and towards the supervisor, the

learning process, individuals’ role in the group etc. Taking into consideration the

interim evaluation results and predicted consequences of the established course

of the development of supervisors and the supervisory relationship, the group

may re-define the requirements for building and developing a higher quality su-

pervisory relationship and update the Supervision Agreement.

In the final session the supervisors and their supervisor appraise how the supervi-

sors have developed during the period of the supervision process and discuss their

supervision competences. The supervisor of supervisors evaluates the qualifica-

tion of each supervisor. In cases when the supervisor assesses insufficient quali-

fication, he/she informs the system administrator of the fact and all three parties

meet on a personal meeting where they reach agreement on further measures.

8. Bringing to a conclusion

Bringing the process to a conclusion takes place through the last sessions, and

the entire final session is devoted to a thorough analysis conducted in compli-

ance with professional guidelines. The supervisory group follows the structure

agreed by the group members and appraises the achievements and celebrates

them. Even before the final session the group decides whether the group work

will be terminated or will continue, and in case of latter, in what form or modality.

21





Modality of Supervisory Sessions

Supervisory sessions are performed solely in person, face to face. A supervisory

session is considered as implemented when its duration is at least 120 minutes and

is performed during the time and on the location scheduled and agreed in advance.

The recommended duration of supervisory session is 180 minutes minimum.

The information/consultation exchanged by means of telephone, e-mail, is not

regarded a supervisory session.

Time Frame and Location Recommendations

When concluding the Supervision Agreement, the supervisory group agrees in

advance on the time frame of the supervisory sessions (e.g. every first Thurs-

day per month). It is desired that the group members prepare the schedule for

three months in advance and readjust the plan as needed. Deviations in dates of

scheduled sessions are exceptional and acceptable only in cases when extraor-

dinary circumstances occur. The supervisor-in-training is responsible for regular

attendance in supervisory sessions and compensation for the sessions missed

due to extraordinary condition.

The supervisor of supervisors is responsible for providing a suitable space for

supervisory sessions to be implemented. He/she can find the location by him-

self/herself, in agreement with the supervisors, or in agreement with the system

administrator. The place has to be suitable for professional implementation of

supervision: it has to enable privacy, be quiet, suitably lighted, and with proper

room temperature.

Case Treatment with Supervision Methods

The supervisors and their supervisor are required to adequately prepare for

each supervisory session. Supervisors-in-training regularly bring materials to

the supervisory sessions. The materials are the content base for session work

and are studied and treated during sessions. The suggested contents are sent to

the supervisor of supervisors in advance, and reflections on sessions are written

if it has been agreed to do so. It is recommended that supervisors-in-training

agree with their supervisor what format and material content to bring to the

next session.

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As a rule, supervisors-in-training bring video formats of their supervision to the supervisory sessions (or audio recordings if video recordings cannot be obtained).

In supervisory sessions, various and case-adjusted supervision methods are ap-

plied in case treatment, including: role-play, reflecting team, evaluative feed-

back, case analysis and/or other creative techniques.

Documenting Supervisory Sessions

Supervisory sessions are documented by the supervisor of supervisors. He/she

writes down basic information regarding the supervisory session (location, date,

time, topics treated etc.) on the internet platform of the supervised practice

system not later than one week after the supervisory session has been conclud-

ed, or informs why the session has been cancelled. He/she provides a list of

presence. Following the agreement between the member groups they can write

down reflection on the supervisory session and send it in due course to other

members of the group and the supervisor. Important points from reflections are

briefly treated in the introductory part of the next session.

After the Conclusion of Supervision of Supervision

It is recommended for supervisors to continue participating in supervision of

supervision after they have concluded one-year supervision, that is, the mini-

mum of 10 sessions. The continuation can be implemented in different ways:

individual supervision, supervision in the same group, supervision in a different

group, or participation in an intervisory group. Supervisory/intervisory sessions

can later be less frequent; however, it is important that they are continuous.

Reflection on supervision can be interlinked with reflection on a supervisor’s

psychological services. Recommended frequency of sessions by supervisory/in-

tervisory groups is at least once per two months.

23





Trainings

Training of Students

Informing psychology students about competences is carried out in the first phase

(by mentioning the competence model and the basic competences) and in the

second phase (more complex, in-depth, applied competences) of studies. A com-

petence-based model should be communicated and discussed within practicum

implementation, as it is easier for students to envision competences in concrete

situations and understand what a particular competence encompasses. It is impor-

tant for the internship as well to emphasize the recognition and application of the

competence model and development of competences. Consequently, faculty and

professional personnel outside university should be continually trained to apply

and transfer the knowledge. The system administrator can organize a consulting

meeting for educational institutions and mentors of the internship programmes

who have not participated in the competence model training.

Training of Psychologist Beginners

The beginners entering the supervised practice must be prepared and taught

about the fundamental purpose of the supervised practice and basic concepts

(e.g. the competence model). Adequate knowledge can be obtained in confer-

ences on the supervised practice or initial training organized by the system ad-

ministrator or other institutions confirmed by the system administrator.

Case conferences where beginners and supervisors can present cases of good

practice are organized once or twice per year by the system administrator.

24



Participating in conferences is beneficial to supervisors as they can see and

show to others how they assure and maintain the quality of supervision. Su-

pervisors and supervisees prepare papers to be posted on the website of the

supervised practice.

In order for information to reach a target group, the beginners-to-be (master de-

gree psychology students) are invited to the mentioned conferences. Every case

conference consists of a special section intended for the beginners-to-be to gain

information regarding various aspects of the supervised practice.

The topics included in the initial training of psychologist beginners (or a section

intended for potential beginners within the conference on the supervised prac-

tice) are:

• Importance of the supervised practice and license for work, or EuroPsy

Certificate, or other confirmations acknowledging qualification for practic-

ing psychology;

• The competence model;

• Legislation in areas of psychological practice;

• The traineeship and professional work assessment exam in areas of psycho-

logical practice;

• Learning about the supervised practice and forms/tools for implementing

the supervised practice;

• Role and importance of supervision and mentoring;

• Examples of good practice demonstrating a course of the supervised prac-

tice, how to prepare for a supervision session, how to document the super-

vised practice, learning about quality utilization of materials prepared for

monitoring attainment of the supervised practice goals;

• Case presentation (by means of video or audio formats, or live) with a brief

analysis.

During the course of the supervised practice implementation, beginners regu-

larly participate in activities of continuous professional development.

Beginners are expected to be educated in various areas and to participate in

the activities intended to provide training in the supervised practice and con-

tinuous professional development, in the minimum scope of 80 hours per year.

The activities of ongoing professional development of psychologist beginners

are as follows:

1. Initial training (or attending conference prior to the supervised practice);

this training is a prerequisite for entering the supervised practice;

2. Attending a conference on the supervised practice, between or upon/after

the closure of the supervised practice;

3. Training in the area of ethics and personal data protection;

4. Training in the area of mental health: workshops by choice from the offer of

the organizations confirmed by the system administrator;

25





5. Participating in other workshops organized by the organizations confirmed by the system administrator (or its relevant bodies) as being suitable for

continuous professional development of beginners;

6. Other work activities within the framework of maintaining the supervised

practice system confirmed by the system administrator (or its relevant bod-

ies) as being suitable for continuous professional development of beginners,

including organization of events such as a conference on the supervised

practice, preparation of e-news covering the supervised practice, participat-

ing in initial training of psychologist beginners, promoting the supervised

practice among students, employers, tender application writing etc.

Training of Supervisors

The aims of training are to inform supervisors about theoretical background of

mentoring and supervision of psychologists at various levels of professional devel-

opment, to develop supervisors’ skills of mentoring and supervision, and to train

supervisors to implement and evaluate various aspects of the supervised practice.

Entering prerequisites for the training of supervisors are as follows:

• 5 years of experience in psychological practice;

• Regular and documented participation in the activities of continuous pro-

fessional development;

• A completed EuroPsy competences evaluation form – supervisors must be

familiar with the EuroPsy competence model before they start the training.

They can learn about competences and the EuroPsy model by completing

the evaluation form (i.e., they define their own competences and conduct

self-assessment). Those who hold the EuroPsy Certificate have already ful-

filled this requirement (to obtain the certificate they needed to carry out

evaluation of their professional competences);

• Having been supervised (documented inclusion in supervision in the scope

of 60 hours minimum);

• A written report by the supervisor is desired.

Trainings are a combination between interactive workshops and individual e-

learning with the help of materials posted on the supervised practice system

website, and additional relevant literature.

Materials posted on the website include:

• Theoretical background of supervision;

• Instructions for implementing the supervised practice;

• Instructions for supervision;

• Recommended literature.

26

Learning should be interactive in all environments (e.g. virtual environment, live sessions). On-line education should follow the e-learning principles. The participants regularly provide evidence of the acquired knowledge, by means of quiz-

zes, work sheets, tasks performance, reflective practice, submission of required

products into e-classroom etc. The products are examined by the training leaders.

In interactive workshops the participants develop those skills which are impos-

sible to be developed by e-learning. They exchange experiences (of supervision

practice), present practice cases, train skills of mentoring and supervision, in-

tegrate experience and theory. It is important that workshops include work in

supervisory groups which can temporarily be mixed (comprised of supervisors

from different regular supervisory groups). This can enrich experience exchange

among supervisors and/or enable recognition of different supervisors’ work,

and resultantly, supportive, collegial network of professionals, psychologists is

strengthened.

The training of supervisors is carried out in Modules. Before entering a Module

consisting of several workshops supervisors are required to participate in (web-

based) pre-preparation for the Module. Failing to meet the requirement of at-

tending the pre-preparation prevents a supervisor from joining the Module.

Supervisors are required to participate in 10 workshops lasting 5–8 teaching hours. Beside 5–8 hours of live sessions, a typical workshop also consists of ap-proximately 7–10 hours of individual work, i.e. tasks that need to be done before

and after training, such as special assignments, (self-)reflection.

Supervisors are obliged to prepare for individual workshops or they cannot par-

ticipate in them. Preparation may include learning about theoretical background

(literature reading), home assignments, challenge resolution, on-line lessons (in

e-classroom), chat rooms, video analyses, interactive workshops, becoming fa-

miliar with cases of good practice etc.

The time frame and contents outline are announced a year in advance. Work-

shops are implemented once a month, presumably 10 times per year (as a rule,

there is no education in July and August). Workshops can be also implemented

by qualified supervisors who thus transfer their experiences and cases of good

practice to future supervisors. A number of workshops are reserved for supervi-

sors participating in the training, and other workshops are open to other psy-

chologists and professionals as well. The latter help supervisors develop skills of

effective adjustment to changes and provide individuals with information on how

to cope with the changes and what they need for a more active performance.

The training of supervisors must encompass contents on competences needed

for performing psychological services, mentoring, supervision, ethics of psycho-

logical practice, care for mental health of supervisees and supervisors. Special

attention is devoted to the following topics:

27

1. Definition of mentoring and supervision, goals of mentoring/supervision, different roles of mentor/supervisor, areas of focus in supervision, models

of mentoring/supervision;

2. Establishment and development of the mentoring/supervisory relationship,

components of the Supervision Agreement;

3. A competence model – recognizing individual competences, planning their

development, and assessing competences;

4. Ethics and personal data protection – Supervisors are expected to truly in-

ternalize these contents and to have them in mind while implementing the

supervision process. They are expected to become aware that ethical dilem-

mas can always be present and that they have to be prepared for potential

emerging dilemmas and questions which can occur in reality. They need to

be able to recognize them and respond in a timely and suitable manner. Su-

pervisors have to be informed about ethical judgment. They are requested

to point to the repetitive ethical dilemmas in supervision, regardless of how

minor and less significant they may seem. Supervisors have to bring ethical

questions occurring in psychological services and the supervisory relation-

ship to their awareness and to the awareness of their supervisees;

5. Skills of mentoring and supervision, supervision methods, and development

of skills of applying them in practice;

6. Communication in the supervisory relationship, recognition of obstacles

and defence mechanisms, recognition of supervisees’ needs, leading the

supervision conversation, reflective practice and techniques for stimulating

reflection, giving feedback, evaluation;

7. Materials formats in supervision sessions, various techniques of material

analysis, use of video recordings in supervision (how to prepare video re-

cordings, how to select suitable parts for inspection in supervision);

8. Solving difficult cases;

9. Care for mental health of professionals: an experiential workshop focused

on mental health of professionals (exhaustion and burnout, burnout factors

in helping professions, stress management; addiction, depression, suicidal

behaviour, counselling in crisis etc.);

10. Supervision types (metasupervision, intervision, individual supervision,

group supervision), inclusion into group supervision, knowledge of leading

group supervision and group dynamics, group supervision processes, roles

of group members, obstacles etc.

The offer of workshops on mental health topics is prepared according to super-

visors’ needs for learning about mental health, obtained by means of inquiry.

Possible topics include: burnout, addiction, depression, suicidality, motivational

interviewing, crisis counselling, mindfulness, responsible self-care. Workshops

covering the area of mental health offered by the organization confirmed by

the supervised practice system administrator (or its bodies) as being suitable for

28





participating in supervisors’ training are selected by supervisors’ choice in the scope of continuous professional development.

An Example of Training of Supervisors

Workshops are 8 hours long. Initial 5 hours are intended for theoretical intro-

duction, panel discussions, general development of skills. After a lunch break,

3 hours can be used for either implementing a workshop (training of practical

skills) or working in supervisory groups.

The first and second day of training (e.g., Friday and Saturday) are implement-

ed together. Primary knowledge and skills are presented without which su-

pervisors cannot enter the supervisory relationship (definition of mentoring

and supervision, negotiating the Supervision Agreement, skills of specifying

goals, mentoring/supervision methods, ethics in the supervisory relationship,

building rapport between the supervisor and the supervisee).

The first day encompasses 5 hours of workshops and 3 hours of establishing

supervisory groups.

In the morning (5 hours):

• Defining and understanding supervision and different roles of supervisor

(support, evaluation);

• Establishing the supervisory relationship (how to implement negotiations

with the beginner and conclude the Supervision Agreement).

In the afternoon (3 hours):

• Building rapport in the supervisory group of supervisors;

• Negotiating and concluding the agreement on supervision within the su-

pervisory group, preparing the Supervision Agreement:

- Group members agree on documenting their supervision perfor-

mance by means of video/audio recordings;

- Next, the group records the session, for instance, while role playing the

conclusion of the Supervision Agreement. Group members watch the

video together. The supervisor of supervisors can hand out the guide-

lines for observing or leave it to an individual supervisor to extract im-

portant observations. The group provides a feedback to a supervisor.

The feedback is such as to strengthen and empower the supervisor. In

this way the members train giving and receiving feedback;

- It is important to show the recording to the group. The group can

see a contribution of video recording, i.e., what we can achieve by

seeing our own responses and responses of others in the video. The

29

recordings can be watched several times and analysed, and offered

to the colleagues for objective review;

- By practicing video recording the group members learn how to pre-

pare and use video recordings and thus reduce resistance to applying

recording in sessions.

• Metasupervisory aspects (reflection on what has been implemented in

the group, for what purpose and results, how the supervisors felt and

what they learnt and recognized);

• Experiences of concluding the Supervision Agreement in the supervisory

group can be later transferred by supervisors to concluding the Supervi-

sion Agreement with their supervisees.

The second day encompasses 5 hours of workshops and 3 hours of practical

work in groups.

• In the morning: general information regarding the competence model.

• In the afternoon:

- The competence model is transferred to a specific area of psycho-

logical services;

- How to prepare for a supervision session.

A meeting of the supervisory group is implemented between the second and

the third day.

The third day (the same or the following month):

• The competence model – in-detail treatment of one of competence func-

tional categories:

- What difficulties can be encountered when developing the

competences;

- What supervisees need for developing the competences;

- Methods of working with supervisees in order to encourage the de-

velopment of the competences (how supervisors can help them/

teach them/encourage changes), e.g. how to give supportive or cor-

rective feedback;

- Participants discuss the topics in groups formed according to the

fields of psychological practice.

• Supervision didactics:

- How to make videos, how to select a recording to be reviewed in a super-

visory session (discussion about what material is important to be shared

in a supervisory group, what can be used as a supervisory material);

- What to observe and how to provide a safe and empowering feed-

back when watching a video;

- Ethics in the supervisory relationship (when talking about relation-

ship problems it is good to consider whether or not an ethical issue

is involved).

30

Meeting of the supervisory group:

• Optimum structure of session (group synchronization, introductory relief

and connecting, case analysis and inference by means of reflection on

individuals and the group as a whole (how learning was carried out, what

recognitions and experiences they arrived at, what the relationships in

the group were like, what was empowering and what was hindering, sat-

isfaction with one’s own activity and contribution etc.);

• Some session time is devoted to discussing ethical dilemmas in supervi-

sory relationships.

The fourth day:

• The competence model – in-detail treatment of one of competence func-

tional categories;

• Supervision methods, such as: reflecting team, other forms of individual

supervision; training of giving feedback in relation to recordings;

• Assessment of the supervision session and supervisory relationship: de-

fining a quality session and relationship, application of assessment scales,

developing skills of (self-)reflection;

• Ethics in the supervisory relationship.

The fifth, sixth, seventh days of training and the meeting of supervisory

groups:

• Learning about different perspectives on supervision: learning about su-

pervision characteristics within specific therapeutic orientations, differ-

ent supervision models, discussing the similarities between various su-

pervision models, confrontation and evaluation of different models;

• Different views of leading groups (leadership, group work from the point

of different supervision models);

• Research into psychological practice and supervision and their efficacy;

• Supervision methods:

- Different aspects of video analysis (e.g. conceptualization/focus on a

supervisor – what he/she felt, what he/she was thinking in a particu-

lar moment – and conceptualization on a supervisee);

- Analysis of recordings of own performance in the role of psycholo-

gist, and showing the recordings to another group with the aim of

building trust;

• Difficult issues and how to provide (corrective) feedback, i.e. information

that is at the same time both critical and empowering for a person, and

that encourages the person to study further, increase self-confidence and

desire to improve;

• Reflection on a supervisor’s typical supervision style (typical responses in

the role of supervisor and in the role of supervisory group member; rec-

ognizing what makes a person special, his/her qualities, how to creatively

31



develop his/her sources of power for autonomous but not self-sufficient

implementing of supervision, etc.).

The eighth day of training:

• Evaluation of the training;

• Celebration of efforts and achievements;

• Awarding certificates on qualification of supervisors;

• Already before the session the supervisory group decides whether or not

they will continue implementing supervision of supervision, and in what

form;

Training effectiveness and goal accomplishment are determined by:

• Satisfaction with the training, and reflection on the training immediately

after the conclusion of a workshop (a standard questionnaire is prepared by

the system administrator, participants answer the questions);

• Regular evaluations conducted upon the conclusion of each supervision

session;

• Estimation of usefulness of the education contents in the education pro-

cess, what aspects of the training can be changed in the future, where

should more attention be paid, what was good to have been treated in the

supervisory group and what was not, etc. These topics are discussed by par-

ticipants during the last session within the training, and the final session of

the supervisory group;

32

• Assessment of the training learning goals attainment (performed by the training programme leaders and the supervisor of supervisors);

• Assessment of supervision competences (comparison of supervision com-

petences before and after the training, e.g. by means of comparison of

video recordings made at the beginning and end of the training process,

assessment provided by the supervisor of supervisors, self-assessment of

supervisors);

• Portfolios (monthly reflections and evaluation of the work with supervisees

during the training);

• A questionnaire completed by supervisors after the period of two months

and which includes a question on how they have transferred the acquired

knowledge into practice; respondents can provide self-assessment of their

competences;

• Other methods specified in advance.

The training programme includes tools for assessing learning outcomes and min-

imum standards. A person who has not attended more than 20% of training, or

has missed any of the supervisory group sessions without previous permission

by the supervisor of supervisors, or does not demonstrate minimum standards

of qualification for supervision, does not obtain the Certificate of qualification

for a supervisor and cannot supervise psychologist beginners. The missed parts

of the training can be substituted in the next round of education provided a su-

pervisor-to-be has made an agreement with the system administrator. Absence

from a supervisory group session can be substituted solely by inclusion into a

new supervision process (i.e. entire supervision with a new group), or in a man-

ner stipulated in the Supervision Agreement.

Supervision practice within the training

During the training a supervisor acquires direct experience in supervising a psy-

chologist beginner. Supervision practice is comprised of 45 hours of supervision

(usually 40 hours of regular supervision sessions and one longer, 5-hour session)

and activities outside of supervision, e.g. preparation for a session, reflection on

sessions, assessment of beginners’ competences etc.

During the period of training to become a supervisor, a person can charge a half

of the recommended fee for his/her supervision.

Inclusion of supervisors into a supervisory group

Each supervisor participates in a supervisory group during the time of train-

ing. The inclusion into the group is obligatory. Supervisory groups can be

comprised of psychologists who perform their services in the same field of

33





practice, or they can be mixed, i.e. comprised of psychologists from different areas of practice. An individual is expected to remain in the same supervisory

group through the entire course of training. Changing of groups is an excep-

tion due to extraordinary circumstances. Permanent composition of groups

enables higher safety and trust, supports the group development and quality

of work. Supervisors who are employers of the same organization are recom-

mended not to be in the same group.

During the period of the training of supervisors the supervisory sessions for su-

pervisors are scheduled once per month.

In particular cases a supervisor-in-training can, in agreement with the system ad-

ministrator, participate in individual supervision of supervision, for instance, when

supervision requires advanced knowledge of individual supervision and the super-

visor has the need to gain specific personal experience in individual supervision,

or when the supervisor is preoccupied with supervision and estimates that addi-

tional intense support and preparation are needed in the process of supervision.

Training Supervisors of Supervisors

Inclusion prerequisites:

• A person is a qualified supervisor;

• He/she regularly participates in continuous professional development in the

topics important for implementing supervision, and provides corresponding

documentation;

• He/she has undergone supervision of his/her supervision for minimum of two

years, or has been included in another supervision process. In cases when a

person has concluded a different type of training for implementing supervision

instead of the training of supervisors/mentors of the supervised practice, he/

she is obliged to fulfil differential requirements of developing the competences

of leading the supervised practice of psychologists. Differential requirements

are defined by the system administrator. The system administrator examines

the programmes of the person’s concluded trainings, defines differential re-

quirements, so that the person after fulfilling the requirements, demonstrates

all competences of supervising/mentoring the supervised practice;

• He/she has experienced inclusion in supervision (and can provide evidence

for at least 100-hour inclusion). It is recommended that he/she has partici-

pated in supervision under two different supervisors, and each supervisory

relationship has lasted two years minimum;

• He/she has experiences in implementing mentoring and supervision;

• A written report by a supervisor is requested.

34

Contents of the training for supervisors of supervisors encompass:

1. In-depth knowledge of group work, group dynamics, leading groups, roles in

a group, the group process;

2. Recognition and understanding of the supervisor’s/supervisee’s responsibility;

3. Supervision models based on different types of therapy (specific supervi-

sions, e.g. supervision of analytic psychotherapy, developmental-education-

al supervision model, process models of supervision);

4. The supervision-of-supervision process (a course of the supervision process

through 10 sessions of a supervisory group composed of supervisors);

5. The supervisory relationship: developing the relationship, establishing the

supervisory alliance, communication in the supervisory relationship, man-

aging emotions, how to cope with ruptures in the alliance, self-disclosure,

(non-)disclosure in supervision and typical topics which remain concealed,

parallel and unconscious processes in supervision, transference, counter-

transference, resistance, shame and other emotions connected with rela-

tionships, closeness, distance, boundaries, managing silence etc.);

6. Supervision-of-supervision methods and techniques;

7. Creating an effective learning environment;

8. Critical events in supervision of supervision;

9. Concrete questions asked by the supervisor of supervisors (training of ask-

ing, formulating questions);

10. Ethical aspects in the supervisory relationship and supervision of supervision;

11. Evaluation in supervision of supervision;

12. Bringing the supervisory relationship to a closure;

13. Metasupervision, one’s own inclusion into supervision (and eventually in

personal therapy) and the development of a personal supervisory style.

Scope of the training:

The curriculum of the training for supervisors of supervisors is multilevel so that

the supervisors can gradually build their knowledge in supervision. The first level

can be the training of supervisors. The next level can be the training for super-

visors of supervisors. The title awarded after the conclusion of the training is a

psychologist supervisor.

The supervisor of supervisors has to assure regular supervision of his/her su-

pervision work (by means of intervision, metasupervision). He/she has to care

for continuous professional development. In the area of supervision he/she

regularly updates the knowledge and skills. He/she conducts evaluation of own

supervision work. The acquired knowledge and experiences of supervision are

shared with others, by lecturing, implementing introductory workshops, writing

professional papers etc.

35





Web Platform

The internet platform developed and maintained by the system administrator

includes information and materials as follows:

• Data regarding the supervised practice system administrator (contact infor-

mation, system presentation, its evolution and development, presentation

of the supervised practice and its goals, basic information regarding the Eu-

roPsy Certificate, frequently asked questions – FAQ);

• Emergency call number (contact of administrative support, contact in cases

when mental health related aid is needed, or support in crisis);

• All materials required for implementing the supervised practice, super-

vision, and supervision of supervision:

- Instructions about the course of the supervised practice;

- Guidelines for implementing supervision sessions;

- Tools for implementing individual supervision sessions (check lists,

questionnaires, forms for supervisor and supervisee assessment of in-

dividual supervision sessions etc.);

- A form for monitoring the supervised practice;

• A form for evaluation of trainings;

• Data base of beginners, supervisors, and supervisors of supervisors;

• Literature library;

• (Entrance into) e-classroom with video lessons, pre-preparations for work-

shops, discussions on workshop topics;

• Forum or networking support;

• (Entrance into) on-line communication (application for videoconferencing);

• Other information relevant for implementing the supervised practice.

36



Session form

A new session form is created after each supervision session by the supervisee.

The form is completed with information regarding a session and saved. In this way

the supervisory dyad and the system administrator monitor how the supervised

practice is being implemented and how supervision sessions are performed.

The form is short and simple. It may include tables, lists etc. It provides informa-

tion regarding individual supervision session:

• Session date;

• Session location;

• Session content (a brief description of the main content, e.g. in a title form);

• Structured reflection on the session;

• Competences treated during the session;

• Session evaluation.

Training evaluation forms

A user can provide assessment scores of his/her satisfaction with trainings, qual-

ity assessment, and assessment of usefulness and applicability of the training

contents. Not only it is important to take notes on the participants’ satisfaction

with the training, quality assessment, and applicability of training etc. immedi-

ately after the training, but also to obtain assessment values two months after

the conclusion of the training.

Beginners database

Database of beginners is a list of psychologist beginners who have entered the

system of the supervised practice. The following data about the beginners are

in the database:

• Contact information;

• Work organization where the supervised practice is being carried out;

• Description of the field of practice;

• Work experience (references);

• A chosen supervisor;

• The database includes all other data about the beginner which he/she wants

to keep there.

Supervisors database

The database of supervisors is a list of psychologists who can supervise psychol-

ogist beginners and have joined the system of the supervised practice. The fol-

lowing data about supervisors can be found in the database:

37

• Contact information so that he/she can be accessed by psychologist beginners, except in cases when the supervisor explicitly states that the first con-

tact is to be carried out by the system administrator;

• Work organization;

• Description of the field of practice;

• Work experience (references);

• Available places (yes/no) for supervision, or the number of places, the

number of taken places, and the period when a particular place is occupied

(from when until when);

• Fulfilment of different requirements for implementing supervision:

- a = the minimum of 5 years of experience in practicing psychology

independently;

- b = the minimum of 4 years of experience in a particular field of psycho-

logical practice;

- c = concluded specialization in the area of practice (e.g. specialization in

clinical psychology);

- d = two years of supervision in the field of practice where supervision is

offered;

- e = qualification for a supervisor, i.e. concluded training of supervi-

sors (has concluded a training programme for supervisors as described

above (see Training of Supervisors), has participated in supervision of

supervision, reads professional literature on supervision/mentoring,

collaborates in conferences on the supervised practice;

- f = qualification for a mentor of the supervised practice, i.e. concluded

Module 1 of the training of supervisors (training in a competence-based

approach on supervision, basics of mentoring);

- g = EuroPsy Certificate.

• The database includes all other data about the supervisor which he/she

wants to keep there.

Supervisors-of-supervisors database

The supervisors-of-supervisors database is a list of psychologists who can imple-

ment supervision of supervision and have joined the system of the supervised

practice. The following data about these supervisors can be found in the database:

• Contact information;

• Work organization;

• Description of the field of practice;

• Work experience (references);

• Available places (yes/no) for supervision, or the number of places, the

number of taken places, and the period when a particular place is occupied

(from when until when);

38

• Fulfilment of different requirements for implementing supervision:

- c = concluded specialization in the area of practice (e.g. specialization in

clinical psychology;

- d = two years of supervision in the area of practice where supervision

of supervision is offered;

- e = qualification for a supervisor, i.e. concluded training of supervi-

sors (has concluded a training programme for supervisors as described

above (see Training of Supervisors), has participated in supervision of

supervision, reads professional literature on supervision/mentoring,

collaborates in conferences on the supervised practice;

- qualification for a mentor of the supervised practice, i.e. concluded

Module 1 of the training of supervisors (training in a competence-

based approach on supervision, basics of mentoring);

- g = EuroPsy Certificate;

- h = minimum of 10 years of practicing psychology independently in the

field where supervision of supervision is offered;

- i = concluded training for supervisors of supervisors;

- j = fulfilment of other criteria for implementing supervision.

• The database includes all other data about the supervisor which he/she

wants to keep there.

Personal data protection

The information in databases is private and accessible solely to a user and the

platform administrator (the system administrator or a person confirmed by the

system administrator and responsible for the web platform operation and for

monitoring the supervised practice implementation). The public has access to

the information specifically allowed by users to be published.

Prior to entrance of information into the database, the users have to sign per-

mission for their data to be gathered in the database. The keeping of the data of

individuals participating in the system, in a suitable form and for the period of

time agreed, is financially covered by the registration fee settled to be included

in the supervised practice system.

Prior to the first public publishing of users’ information, the user has to sign a

permission allowing the information he/she has marked to be published publicly

and allowing other information to be seen by the person responsible for moni-

toring the supervised practice and the internet platform administrator.

39





Financing of Supervised Practice System

Resources presumed for the system of the supervised practice:

• Fee for registering in the supervised practice system;

• Tuition fees settled by psychologist beginners for supervision sessions;

• Tuition fees settled by supervisors for supervisory sessions;

• Tuition fees settled by psychologist beginners, supervisors, supervisors of

supervisors, and other psychologists paid for trainings (in relation to topics

which are included in the trainings of beginners, supervisors, and supervi-

sors of supervisors);

• Other resources: contributions by employers, state institutions, donations,

project and tender resources etc.

Fees for system registration, sessions, and trainings are announced on the su-

pervised practice website.

System registration fee

Every person who wants to be included in the supervised practice system has

to settle a registration fee to the system administrator. This allows them to par-

ticipate in the supervised practice system, publish their data in the databases

of beginners, supervisors, and supervisors of supervisors, and the possibility of

using the web platform to monitor the supervised practice and continuous pro-

fessional development.

The fee is intended for covering the administrative expenses and for developing

and maintaining the supervised practice system – developing and maintaining

databases of qualified supervisors and supervisors of supervisors, website of the

supervised practice, and web platform; organizing the trainings of psychologist

40



beginners, supervisors, and supervisors of supervisors; awarding all three groups

of participants; and other supervision practice related activities.

Investment for supervision sessions’ implementation

Psychologist beginners pay for every supervision session. They can settle payments for several sessions in advance. Session fees of beginners can be settled by

organizations where the beginners are employed or which they cooperate with.

Investment for supervision-of-supervision sessions

Supervisors can pay each session separately or settle payments for several ses-

sions in advance. Supervision-of-supervision sessions can be settled by organiza-

tions where supervisors are employed or which they collaborate with.

Methods of payment

Psychologist beginners (or their work organizations) are offered different methods

of payment for supervision sessions (e.g. individually or for clusters of sessions).

The members of the psychological association which is (financially supporting) the

supervised practice system administrator can be offered discounts of training fees

(the amount achieved by the difference in members’ and non-members’ fees is

used to cover the expenses incurred by implementing the supervised practice).

The system administrator concludes contracts with supervisors and supervisors

of supervisors (or corresponding contracts with independent entrepreneurs and

private enterprises). Supervision sessions are paid periodically (or, as agreed),

e.g. once per three months for the implemented sessions.

Resources intended for the trainings

Training fees settled by supervisors, supervisors-in-training, psychologist beginners and other psychologists are utilized for implementing the trainings. Possible

surplus is intended for the supervised practice implementation (e.g. tax and con-

tributions). Fees by “external participants” attending workshops on mental health

are utilized solely for the purpose of implementing the supervised practice.

Care for seeking other financial resources

The system administrator strives to minimize financial burden of the members

of the supervised practice. The system administrator regularly examines public

41



tenders, and informs competent authorities, other institutions, and employers

of psychologists about the importance of the supervised practice. In cases when

the system administrator succeeds in obtaining financial resources, the users

included in the supervised practice system can be financially disburdened.

Resources for the development and maintenance of the supervised practice system

There is a person confirmed by the system administrator who cares for maintain-

ing the supervised practice system and for administrative procedures (keeping

of agreements, checking the information entered into the web platform, fulfil-

ment of responsibilities by those who are included in the system). The person

adheres to legal conduct, personal data protection, and respect for the Code

of Professional Ethics of Psychologists, and concludes an agreement with the

system administrator. Financial matters of the supervised practice system (ac-

counts, invoices, expenses incurred by organizing the trainings of supervisors

and psychologist beginners, conferences etc.) are dealt with by an accountant of

the system administrator whose conduct is carried out in accord with legislation,

and who concludes an agreement with the system administrator.

Source: STA/SVRK

42





Promotion of Supervised Practice

The supervised practice has to be promoted among:

• Employers – their understanding of the importance and goals of the super-

vised practice has to be increased, as well as their support of the supervised

practice;

• Wider public – this contributes to increased recognition of psychologists in

the society. It is emphasized that the supervised practice empowers psy-

chologist beginners and resultantly the users receive psychological services

of higher quality already in the early career of psychologists. In this way the

entire society experiences benefits;

• Academic institutions – the staff and students have to become familiar with

the cases of good practice and benefits of the supervised practice for indi-

viduals, profession, employers etc.

Promotion of Supervised Practice within the Framework

of Academic Studies

From the beginning of their studies students need to be informed about the

importance of the supervised practice for their professional development and

that the supervised practice is part of their further work. They have to be taught

about the EuroPsy competence model. They need to comprehend it and in-ternalize it. When promoting the supervised practice, the development of all

professional competences needs to be emphasized, as well as the importance

of the EuroPsy Certificate or licenses for practicing psychology. Students have to be prepared to participate in supervision after conclusion of their studies to

43





increase quality of their work. It is important to constantly increase students’

awareness of how important quality work with clients is and how important it is

to participate in supervision not only in early career but later as well. Inclusion

of students into practical work during the studies is important for their devel-

opment of a sense of competency, identification with psychologist profession,

proper attitude towards profession, and adherence to ethical conduct. Students

must understand the benefits of recognition of the quality of services offered by

a person who has concluded the training.

During annual meetings representatives of different departments of psychology

are informed about the EuroPsy certificate by the people responsible for the supervised practice. They receive additional information regarding the supervised

practice, novelties in the area of supervised practice, cases of good practice, and

consequently learn about the importance of including the departments into the

supervised practice project. Representatives of psychology departments provide

information how students develop competences in different fields of practice, how they prepare for work, and how studies connect with practice. They inform

about concrete ways of including students into the internship and about the uti-

lized network of supervisors and supervision institutions. The participants discuss

the importance of the supervised practice and connection between the studies

and practice. They prepare the strategy of introducing supervision culture and Eu-

roPsy Certificate standards into academic studies. They talk about ways of increas-ing the quality of study programmes (also in a sense of complying with the EuroPsy standards). They agree on how the promotion of the supervised practice will be included in the study programme. They discuss varieties of including the internship

into study programmes, creation of learning centres, circling of students through

different fields of practice during the period of internship, etc.

The importance of the supervised practice and EuroPsy standards are presented

to the employees at the Departments of Psychology in the country. The aims are

for the employees to identify with the vision of quality development of compe-

tences of young psychologists, to establish the EuroPsy standards, and to regularly promote the supervised practice among students in order to help develop

the culture of inclusion of psychologists in supervision and increase the quality

of psychological services.

Promotion of Supervised Practice among Employers

The system administrator regularly informs employers about the tasks and pro-

fessional roles of the psychologist and about the importance of the supervised

practice. The system administrator introduces them to the supervised practice,

44





invites them to the conference on the supervised practice (special time during the conference programme or outside of the programme can be devoted to a

meeting between the people responsible for the supervised practice and em-

ployers), and meets them regularly on annual meetings.

The system administrator’s activities in annual meetings with employers encompass:

• Presenting a current topic and explaining how psychologists can contribute

to its resolution, providing arguments why it is important to support psy-

chologists in their further professional training and participation in supervi-

sion. It is of key importance that employers can feel the benefits of including

psychologists into supervision, and of including young psychologists into the

supervised practice;

• Clarifying that employers support quality psychologist work when they in-

clude them in the supervised practice and thus enable their organizations to

benefit from assuring quality services and developing human potential.

When annual meetings are attended by more employers including those whose

psychologists have had experiences in supervision and/or the supervised prac-

tice, employers can learn about cases of good practice and benefits of support-

ing psychologists in supervision.

Promotion of Supervised Practice among Wider Public

A wider public is informed about qualified psychologists, supervisors, and supervi-

sors of supervisors by having access to the database with the lists. The supervised

practice is announced in the media by articles, promotion is carried out by pub-

lic presentations. The contents are added to the existing social media networks

through the channels of the system administrator and other relevant organizations.

Promotion of Supervised Practice among Professionals

Professional public is informed about the supervised practice system in profes-

sional meetings. The conference on the supervised practice is regularly organ-

ized. E-news covering the implementation of the supervised practice, trainings,

and novelties in the area of the supervised practice is sent to the members of

the supervised practice system and the members of interested professional as-

sociations. Introduction videos on the supervised practice are prepared. The sys-

tem administrator’s awarding of certificates and acknowledgements is a part of

promotion of the supervised practice system.

45

Conferences on the supervised practice

The system administrator annually organizes at least one conference on the su-

pervised practice. Every psychologist beginner therefore has an opportunity to

attend three conferences: before the beginning of the supervised practice, dur-

ing the supervised practice, and after the supervised practice.

Each conference comprises three parallel foci (e.g. parallel sections, where each

individual participates in a section by his/her choice):

• The first focus: psychology students or the psychologists before starting psy-

chological services. The participants learn about the requirements of the

supervised practice, the course of the supervised practice, the competence

model (in workshops) etc. Potential supervisors are introduced, as well as the

leaders of the supervised practice and administrative support; employers can

present their needs. This part of the conference is very important for the first

contact of the participants (in particular psychologist beginners) with the su-

pervised practice and the supervised practice system, and plays a key role in

their pre-preparation for inclusion into the supervised practice system;

• The second focus: psychologist beginners participating in the supervised

practice. This part of the conference includes presentations of cases treat-

ed during supervision, and cases of good practice (cases of the supervised

practice, supervisory relationship etc.). The topics which need to be cov-

ered by every supervised practice are studied. Round tables are intended

for discussing what needs to be developed in supervisees, what the needs

of supervisors are, etc.;

• The third focus: bringing the supervised practice to a conclusion. Special

achievements and cases of good practice are presented in this part of the

conference. The topics required for practicing psychology independently

are discussed; representative cases of psychological services are presented,

as well as interventions in various situations, cases of supervision etc. The

participants are directed towards considering participation in regular super-

vision and supervision of future psychologist beginners.

The conference proceeding with cases of good practice, discussions, and opin-

ions by distinguished psychologists is issued in every conference. Informing on

conference can be carried out by means of e-news, notes on the web platform,

posts on Facebook, etc.

E-news covering the supervised practice

Simple, clear, and well-structured electronic news is issued once per month. In

e-news a person can quickly find what he/she needs. The news can include cases

of good practice, a list of available supervisors, demand after supervisors, in-

troductions of psychologists beginners, information regarding various trainings

46

within continuous professional development, conferences etc., instructions for implementing the supervised practice and its monthly activities, reminders to

supervisors and supervisees with regard to their obligations in a particular pe-

riod of the supervised practice, and focus on specific professional questions, topics. The news can be intended for supervisors and supervisors of supervisors

to train skills of reflection and analysis of own work, present certain concepts,

topics and ethical questions, dilemmas, which are central to their current perfor-

mance or professional development.

Awarding certificates and acknowledgements

The system administrator awards the following certificates:

• After the supervised practice successful conclusion, a psychologist beginner

is given a certificate of participation in the supervised practice system and

one-year performance within the framework of the system;

• An employer is awarded a certificate of one year participation of a psycholo-

gist beginner in the supervised practice system and employer’s support in this

period (an acknowledgment is prepared individually with regard to the man-

ner of employer’s inclusion in the implementation of the supervised practice);

• After the training of supervisors successful conclusion, a psychologist is award-

ed a certificate of qualification for a supervisor of psychologist beginners;

• After the supervision of the supervised practice successful conclusion, a su-

pervisor is awarded a certificate of supervising the supervised practice of a

psychologist beginner;

• After the successful conclusion of the training for supervisors of supervisors

implemented under the umbrella of the system administrator, a psycholo-

gist is awarded a certificate of qualification for a psychologist supervisor;

• After the supervision-of-supervision cycle successful conclusion, a supervisor

is awarded a certificate of having implemented supervision of supervisors.

Special acknowledgements are awarded by the system administrator to:

• Successful and distinguished psychologist beginners nominated by their

supervisors;

• Successful and distinguished supervisors nominated by their supervisees or

their supervisor;

• Successful supervisors of supervisors nominated by their supervisees and/

or other psychologists;

• Employers who extremely encourage and support the supervised practice

of psychologists;

• Other relevant persons or organizations who significantly contribute to the

development and maintenance of the supervised practice system.

47

The booklet Guidelines for the Implementation of the Supervised Practice of Psychologists has been created within the framework of the SUPER PSIHOLOG project supported by the Norwegian Financial Mechanism 2009–2014 and national financial resources provided by the Republic of Slovenia. The Faculty of Arts, University of Ljubljana holds the ultimate responsibility for the content of this document which may or may not express the views of the Norway Grants programme operator.

Project title in the Slovenian language: Supervizirana praksa psihologov: Razvoj programa us-posabljanja mentorjev in modela supervizirane prakse

Project title in the English language: Supervised Practice of Psychologists: Development of a Training Programme of Mentors and a Model of the Supervised Practice

Project Acronym: SUPER PSIHOLOG

Programme: The Norwegian Financial Mechanism 2009–2014 (SI05)

Programme topic: Public health initiatives

Programme sub-topic: Improvement of mental health services

Document number: 4300-326/2014

Project duration: 5 February 2015 – 31 October 2016

Overall eligible expenses of the project: EUR 347,599.80

Amount of the non-repayable financial resources for co-financing the project: EUR 299,926.80

Percentage of the non-repayable financial resources for co-financing the project: 86.29 %

Project holder: University of Ljubljana, Faculty of Arts (Project leader: Anja Podlesek) Project partners: Slovenian Psychologists’ Association (Person responsible: Vlasta Zabukovec), Norwegian Psychological Association – Norsk Psykologforening (Person responsible: Per A. Straumsheim), University of Primorska, Andrej Marušič Institute (Person responsible: Vita Poštuvan), Institute for psychological counseling and educational developmental projects – ISA Institute (Person responsible: Mateja Štirn)

NORWEGIAN FINANCIAL MECHANISM – NORWAY GRANTS

Through the Norway Grants and EEA Grants, Norway contributes to reducing social and economic disparities and to strengthening bilateral relations with the beneficiary countries in Europe. Norway cooperates closely with the EU through the Agreement on the European Economic Area (EEA).

For the period 2009–14, Norway’s contribution is €1.7 billion. Grants are available for NGOs, research and academic institutions, and the public and private sectors in the 12 newest EU member states, Greece, Portugal and Spain. There is broad cooperation with Norwegian entities, and activities may be implemented until 2016. Key areas of support are environmental protection and cli-mate change, research and scholarships, civil society, health and children, gender equality, justice and cultural heritage.





Guidelines for the

Implementation of the

Supervised Practice of

Psychologists

The Guidelines were developed by the

SUPER PSIHOLOG project team:

Anja Podlesek, Julija Pelc, Katarina

Kocbek, Vlasta Zabukovec, Mateja

Štirn, Vita Poštuvan, Tina Pirc, Per A.

Straumsheim, Eva Danielsen, Mona

Duckert, Bjarte Kyte, Sonja Bučar,

Katja Ponikvar

Projekt je bil sofi nanciran s strani Norveškega fi nančnega

mehanizma 2009–2014 in nacionalnih sredstev RS.





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