The supervision process represents one of the possible processes of life-long learning and development of an adult. This paper presents a developmental-educational model of supervision. It is a specific learning developmental and supportive method of professional reflection and counselling used in social and educational settings in Slovenia. Different concepts that explain learning and acquiring competence in the process of supervision are discussed. Special emphasis is given to the process of experiential learning (Kolb), learning within the zone of proximal development (Vygotsky) and the process of mental adaptation leading to new cognition (Piaget).
The process of supervision can be regarded as an integrative process that enables the development of consciousness, since it helps counselors become aware of problems and search for ways of solving them. In this article the processes of supervision that lead towards growth and development of the professional and personal selves of an individual are examined. The process of supervision is related to several theoretical concepts that explain development in adulthood. Special emphasis is given to wisdom as a potential, natural stage of adult development, to the systemic or 'construct aware' stage of reasoning and to an attitude of self-questioning.
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