Supervision for Psychologists: A Pedagogical Aspect of Conceptualizing the Terms

This paper presents the results of an analysis of the theoretical research field of supervision in psychology in the context of basic pedagogical categories. It emphasizes the importance of developing a system of categories for the theory of such supervision. The term “supervision for psychologists” has been proposed to designate the phenomenon of supervision in psychological counseling. The study suggests examining supervision in psychology as a process of developing a psychologist’s professional competence. It demonstrates that the methodology for studying supervision for psychologists as the mastering of the experience of reflection on psychological counseling (or a specific case) can be developed in line with the pedagogy of vocational education, encompassing goal setting (job profiling and focusing), forms of supervision (individual, group-based, face-to-face, and remote), and methods (case reflection). The article identifies a key feature of the content of supervision for psychologists as personal professional experience (“my experience”). Finally, the paper raises the question of defining the organizational and legal framework for implementing supervision for psychologists in Russia.