{"id":910,"date":"2026-09-17T17:26:39","date_gmt":"2026-09-17T17:26:39","guid":{"rendered":"https:\/\/ijsp.eu\/?p=910"},"modified":"2026-09-17T17:35:03","modified_gmt":"2026-09-17T17:35:03","slug":"ijsp-8-5","status":"publish","type":"post","link":"https:\/\/ijsp.eu\/index.php\/2026\/09\/17\/ijsp-8-5\/","title":{"rendered":"IJSP 8.5"},"content":{"rendered":"

[et_pb_section fb_built=”1″ _builder_version=”4.27.5″ _module_preset=”default” custom_margin=”-70px||||false|false” global_colors_info=”{}”][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.27.5″ _module_preset=”default” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/ijsp.eu\/wp-content\/uploads\/2024\/11\/psyntegra_blues-IPCS-mic.png” title_text=”psyntegra_blues-IPCS-mic” _builder_version=”4.27.5″ _module_preset=”default” width=”50%” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

International Journal of Supervision in Psychotherapy<\/span><\/strong><\/h3>\n

Volume: 8, 2026
Number of articles: 9<\/p>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_post_nav _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_post_nav][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” custom_margin=”||0px||false|false” global_colors_info=”{}”]<\/p>\n

5. SUPERVISION AS A REFLECTIVE EDUCATIONAL SPACE FOR DEVELOPING SELF-REGULATION AND PROFESSIONAL IDENTITY
Implications for Psychotherapy-Informed Training in Educational and Psychosocial Professions<\/em><\/h2>\n

[\/et_pb_text][et_pb_post_title title=”off” author=”off” date=”off” comments=”off” featured_image=”off” module_id=”post_title” _builder_version=”4.27.5″ _module_preset=”default” meta_font=”|600|||||||” custom_css_free_form=”.post-categories {|| display: flex;||}||||.post-categories a:nth-child(1) { order: 4; }||.post-categories a:nth-child(2) { order: 3; }||.post-categories a:nth-child(3) { order: 2; }||.post-categories a:nth-child(4) { order: 1; }” global_colors_info=”{}”][\/et_pb_post_title][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.27.5″ _module_preset=”default” width=”auto” min_height=”70px” height=”70px” max_height=”70px” custom_margin=”-40px||||false|false” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_blurb title=”Pages 45-64″ _builder_version=”4.27.5″ _module_preset=”default” header_text_align=”left” body_text_align=”left” body_text_color=”#0C71C3″ custom_padding=”6px|||||” global_colors_info=”{}”]<\/p>\n

Received: 16.02.2026; Accepted: 16.03.2026; Published: 09.05.2026<\/p>\n

[\/et_pb_blurb][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,1_2,1_4″ _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.27.5″ _module_preset=”default” sticky_position=”top” global_colors_info=”{}”][et_pb_button button_url=”#post_title” button_text=”Title & authors” admin_label=”Title & Authors” _builder_version=”4.27.5″ _module_preset=”default” custom_button=”on” button_border_width=”0px” global_colors_info=”{}”][\/et_pb_button][et_pb_button button_url=”#keywords” button_text=”Keywords” admin_label=”Keywords” _builder_version=”4.27.5″ _module_preset=”default” custom_button=”on” button_border_width=”0px” global_colors_info=”{}”][\/et_pb_button][et_pb_button button_url=”#abstract-blurb” button_text=”Abstract” admin_label=”Abstract” _builder_version=”4.27.5″ _module_preset=”default” custom_button=”on” button_border_width=”0px” global_colors_info=”{}”][\/et_pb_button][et_pb_button button_url=”#references” button_text=”References” admin_label=”References” _builder_version=”4.27.5″ _module_preset=”default” custom_button=”on” button_border_width=”0px” global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_blurb title=”Abstract” admin_label=”Abstract-blurb” module_id=”abstract-blurb” _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

In the current context of professional training in educational and psychosocial fields, emphasis is progressively shifting from the exclusive acquisition of technical competencies toward the development of professionals\u2019 reflective, self-regulatory, and identity-related capacities. Although traditionally established as a mechanism for monitoring and guiding practice, supervision is increasingly recognized for its formative potential; however, its explicit role as an educational space that supports self-regulation and the formation of professional identity remains insufficiently conceptualized, especially outside clinical settings. <\/em>This paper proposes a reconceptualization of supervision as a reflective educational space grounded in the paradigm of integrative psychotherapy, approached as an epistemological and relational reference rather than as a clinical intervention. Supervision is examined as a structured relational framework that supports self-regulation, guided reflection, and the integration of professional experience into professional identity development.\u00a0<\/em>A central contribution of the paper is the introduction of the concept of reflective holding, defined as a non-clinical educational function of supervision that integrates relational containment, guided reflection, and the support of self-regulation. Building on this concept, the paper proposes a coherent conceptual framework that articulates the relationship between supervision, reflection, self-regulation, and professional identity in educational and psychosocial contexts.\u00a0<\/em>The implications of this framework are discussed for initial and continuing training, mentoring, and professional development, with a focus on the role of reflective supervision in supporting professional sustainability and the ethical delimitation of practice.<\/em><\/p>\n

[\/et_pb_blurb][et_pb_blurb title=”Keywords” admin_label=”Keywords” module_id=”keywords” _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

supervision, reflective holding, reflective practice, self-regulation, professional identity, integrative psychotherapy<\/em><\/p>\n

[\/et_pb_blurb][et_pb_blurb title=”References” admin_label=”References” module_id=”references” _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

    \n
  1. Skovholt, T. M., & R\u00f8nnestad, M. H. (2003). Struggles of the novice counselor and therapist<\/em>. Routledge.<\/li>\n
  2. R\u00f8nnestad, M. H., & Skovholt, T. M. (2013). The developing practitioner<\/em>. Routledge.<\/li>\n
  3. Bandura, A. (1997). Self-efficacy: The exercise of control<\/em>. W. H. Freeman.<\/li>\n
  4. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation<\/em>
    (pp. 13\u201339). Academic Press.<\/li>\n
  5. Orfali, C. H. (2024). How higher education teachers see their professional identity. Frontiers in Education, 9<\/em>, 1429847. https:\/\/doi.org\/10.3389\/feduc.2024.1429847<\/a><\/li>\n
  6. Lei, L., & Si, H. (2025). Supervisor conscientiousness and professional identity for graduate students: A moderated mediation model. Studies in Educational Evaluation, 76<\/em>, 101221. https:\/\/doi.org\/10.1016\/j.stueduc.2025.101221<\/a><\/li>\n
  7. Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of clinical supervision<\/em> (6th ed.). Pearson.<\/li>\n
  8. Watkins, C. E., & Milne, D. L. (Eds.). (2014). The Wiley international handbook of clinical supervision<\/em>. Wiley-Blackwell.<\/li>\n
  9. Watkins, C. E. (2014). The supervisory alliance: A critical component of supervision effectiveness. American Journal of Psychotherapy, 68<\/em>(1), 19\u201340. https:\/\/doi.org\/10.1176\/appi.psychotherapy.2014.68.1.19<\/a><\/li>\n
  10. Watkins, C. E., & C\u0103dariu, I. E. (2025). The contextual supervision relationship model: Integrating relational and developmental dimensions. International Journal of Supervision in Psychotherapy, 7<\/em>(1), 15\u201332.<\/li>\n
  11. Miller, L. S. (2023). Supervision to support reflective practices: Implications for school culture and professional development. Educational Leadership Review, 24<\/em>(1), 45\u201360.<\/li>\n
  12. Schore, A. N. (2003). Affect regulation and the repair of the self<\/em>. W. W. Norton & Company.<\/li>\n
  13. Siegel, D. J. (2012). The developing mind<\/em> (2nd ed.). Guilford Press.<\/li>\n
  14. Erskine, R. G. (1997). Integrative psychotherapy in action<\/em>. Sage.<\/li>\n
  15. Erskine, R. G., Moursund, J. P., & Trautmann, R. L. (1999). Beyond empathy: A therapy of contact-in-relationship<\/em>. Brunner\/Mazel.<\/li>\n
  16. Erskine, R. G. (2015). Relational patterns, therapeutic presence, and psychotherapy<\/em>. Karnac Books.<\/li>\n
  17. Siegel, D. J. (2015). Interpersonal neurobiology as a framework for psychotherapy integration. Journal of Psychotherapy Integration, 25<\/em>(2), 123\u2013134. https:\/\/doi.org\/ 10.1037\/a0039685<\/a><\/li>\n
  18. European Association for Integrative Psychotherapy. (2019). Training standards and competencies in integrative psychotherapy<\/em>. https:\/\/www.euroaip.eu<\/a><\/li>\n
  19. Sch\u00f6n, D. A. (1983). The reflective practitioner: How professionals think in action<\/em>. Basic Books.<\/li>\n
  20. Moon, J. A. (2004). A handbook of reflective and experiential learning<\/em>. RoutledgeFalmer.<\/li>\n
  21. Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26<\/em>(1), 1\u201326. https:\/\/doi.org\/10.1080\/1047840X.2014.940781<\/a><\/li>\n
  22. Fook, J. (2012). Social work: A critical approach to practice<\/em> (2nd ed.). Sage.<\/li>\n
  23. Fook, J., White, S., & Gardner, F. (2006). Critical reflection in health and social care<\/em>. Open University Press.<\/li>\n
  24. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity<\/em>. Cambridge University Press.<\/li>\n
  25. Winnicott, D. W. (1965). The maturational processes and the facilitating environment: Studies in the theory of emotional development<\/em>. International Universities Press.<\/li>\n
  26. Milne, D. L., & Watkins, C. E. (2014). Defining and describing supervision. In C. E. Watkins & D. L. Milne (Eds.), The Wiley international handbook of clinical supervision<\/em> (pp. 3\u201320). Wiley-Blackwell.<\/li>\n
  27. Vi\u0219cu, L.-I., C\u0103dariu, I. E., & Watkins, C. E. (Eds.). (2024). Psihoterapie integrativ\u0103: Studii 5<\/em>. Editura Institutului Rom\u00e2n de Psihoterapie Integrativ\u0103.<\/li>\n
  28. Skovholt, T. M., & Jennings, L. (2004). Master therapists: Exploring expertise in therapy and counseling<\/em>. Allyn & Bacon.<\/li>\n<\/ol>\n

    [\/et_pb_blurb][\/et_pb_column][et_pb_column type=”1_4″ _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_blurb title=”DOI” admin_label=”DOI” _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

    10.47409\/ijsp.2026.8.5<\/p>\n

    [\/et_pb_blurb][et_pb_button button_url=”https:\/\/ijsp.eu\/wp-content\/uploads\/2026\/09\/IJSP-8.5.pdf” url_new_window=”on” button_text=”Download article” admin_label=”Download” _builder_version=”4.27.5″ _module_preset=”default” custom_button=”on” button_border_width=”0px” global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"

    International Journal of Supervision in Psychotherapy Volume: 8, 2026Number of articles: 95. SUPERVISION AS A REFLECTIVE EDUCATIONAL SPACE FOR DEVELOPING SELF-REGULATION AND PROFESSIONAL IDENTITYImplications for Psychotherapy-Informed Training in Educational and Psychosocial ProfessionsReceived: 16.02.2026; Accepted: 16.03.2026; Published: 09.05.2026In the current context of professional training in educational and psychosocial fields, emphasis is progressively shifting from the exclusive […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[21,27],"tags":[],"class_list":["post-910","post","type-post","status-publish","format-standard","hentry","category-ijsp-8-2026","category-carmen-mihaela-baiceanu-varasteanu"],"_links":{"self":[{"href":"https:\/\/ijsp.eu\/index.php\/wp-json\/wp\/v2\/posts\/910","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ijsp.eu\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ijsp.eu\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ijsp.eu\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ijsp.eu\/index.php\/wp-json\/wp\/v2\/comments?post=910"}],"version-history":[{"count":4,"href":"https:\/\/ijsp.eu\/index.php\/wp-json\/wp\/v2\/posts\/910\/revisions"}],"predecessor-version":[{"id":920,"href":"https:\/\/ijsp.eu\/index.php\/wp-json\/wp\/v2\/posts\/910\/revisions\/920"}],"wp:attachment":[{"href":"https:\/\/ijsp.eu\/index.php\/wp-json\/wp\/v2\/media?parent=910"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ijsp.eu\/index.php\/wp-json\/wp\/v2\/categories?post=910"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ijsp.eu\/index.php\/wp-json\/wp\/v2\/tags?post=910"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}