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.
Nordic Psychology, 2009, Vol 61, Issue 4, p. 85-105