Abstract

The purpose of this article is to describe and examine the influence of the

reflective dialogue on the process of supervision with the aim of developing

professional competence. Supervision will be described from a meta-perspective,

which is based on the supervisee's narration about the therapeutic practice in the

supervision. The mutual relations and processes between therapeutic practice

and supervision will be illustrated by the so-called mirror axes, which play an

important part in the transformation from learning to integrated experience. We

will focus on the relationship and the emotional engagement as indispensable

factors in developing pragmatic, creative, implicit knowledge, which characterizes

the expert level.

Keywords: Objectification, perspectification, implicit knowledge, mirror axes, double identity, supervisory

: Objectification, perspectification, implicit knowledge, mirror axes, double identity, supervisory

neutrality.