From the author: Download our books on psychotherapy for free here: Today there is a lot of talk about emotional maturity and emotional competence, which is the basis of an authentic personality [10]. The issue of quality of life is, of course, related to the individual’s ability to perceive and integrate the experience gained, giving it emotional coloring and meaning. Recent studies have shown that the most important variable in the psychotherapeutic process is not the technique, but the person who uses this technique, that is, the psychotherapist himself [4, 5]. No psychotherapist can apply himself equally in all techniques. It is his characterological traits and technical skill that influence the result. Moreover, it is the personality of the psychotherapist and how it manifests itself in the psychotherapeutic relationship that is considered extremely important. Due to the specifics of psychotherapy, he [the psychotherapist] to one degree or another brings into the treatment process the uniqueness of his personality, his own value system, preferred theoretical orientations and psychotherapeutic technologies. Different areas of psychotherapy are characterized by different emphases in assessing the significance of the personal qualities of a psychotherapist or psychotherapeutic techniques for the effectiveness of treatment [4, 5]. The relationships established in psychotherapy cannot be directly compared with other human situations [12]. We are talking about the psychotherapist creating certain relationships in the patient’s life that differ from all previous experiences of his experiences. This process is commonly called “creating specific helping relationships.” To carry out this process, psychotherapy has only one tool - the psychotherapist. “The therapist’s psyche is his only source of knowledge about the patient and his inner world” [9]. Maximum understanding of the patient’s psyche is possible only through the use of one’s own psyche as a perceiving, recording and drawing conclusions instrument. And in this sense, it is inevitable to recognize the importance of not only intellectual education and the theoretical knowledge that a specialist has within the framework of his method, but also that part of his inner world, which is called “emotional maturity” or “emotional competence.” It is “emotional competence” that is the main tool of a psychotherapist’s work, which allows one to effectively create relationships that provide the patient with opportunities for change. The ability to navigate one’s own emotions, differentiate them, be aware of them and express them constructively at the right time and in the right place, in my opinion, can be called emotional health. In this regard, it is necessary to think about what impact psychotherapy can have on the person who is experiencing it. conducts. Heigl and Ibenthal wrote on this subject: “In the field of instrumental medicine, it is a given that in order to avoid harm to the patient, instruments, instruments and apparatus are kept in proper order. Likewise, in psychological medicine it should be equally obvious that in order for the therapeutic competence of the psychotherapist to be maintained and enhanced, his “mental apparatus” must also be kept in perfect order” (Heigl und Ibental, 1984, p. 87)[ 2]. D. Goleman tried to present the idea of ​​​​the enormous importance of “emotional competence” and “emotional abilities” [11]. “Emotional abilities” are those personal and social skills that lead to the highest performance in the world of work. “Emotional competence is associated with the development of emotional abilities. A certain level of emotional competence depends on the level of development of individual emotional abilities.” Since “emotional competence” is a set of abilities that can be developed, every specialist undoubtedly makes some effort in this direction. Therefore (Strupp 1975), when assessing effectivenesspsychotherapy, it would be correct to compare not treated and untreated groups, but those treated by professional therapists and non-professional ones, who encounter the same number of obligations and resistances [12]. Hence L. Wolberg concludes “that a person suffering from psychological problems is better off not seeking help at all than to end up in an emotionally inadequate helping or psychotherapeutic situation, which includes an untrained counselor or an intellectually perverted psychotherapist” [12]. The integrity and emotional health of the therapist is an important factor in his work [3]. For this reason, Jung was the first to introduce mandatory educational and training analysis for everyone who wanted to professionally engage in analytical psychology. The doctor, striving to understand the patient, approaches his own unconscious in the process of analysis and is faced with the fact that turns him into a “wounded healer” [2]. There is a danger in the stereotypically imposed position of the psychotherapist as a “developed”, “adult”, “normal”, “adapted” person. This defensive identification often leads to ignoring one's own imperfections, problems and mistakes. The less we tend to be aware of our own actions, feelings, motives, the less we have the opportunity to control them and use them for our internal development. The real successes of the psychotherapist in his own development will always bring him closer to greater humanity in the fullness of its characteristics. It is generally accepted that supervision influences “the practice of psychotherapy more than all other aspects of training combined” (Thome H., Kähele H., 1985[8]) and shapes the professional behavior of the student colleague [3, 8]. By order of the Ministry of Health of the Russian Federation dated October 30, 1995 “On psychiatric and psychotherapeutic assistance,” supervision acquired the status of a mandatory (at least 75 hours) [4] part of the education of a psychotherapist. Psychotherapeutic encyclopedia edited by B.D. Karvasarsky [4, 5] defines supervision as “a form of counseling of a psychotherapist during his work with a more experienced, specially trained colleague, allowing the psychotherapist (supervisee) to systematically see, realize and analyze his professional actions and his professional behavior.” In positive psychotherapy, supervision is defined as “a structured and case-based type of consultation aimed at improving professional skills and psychological processing of professional experience, especially in conflict and stressful situations” [1]. In addition, there is a dynamically oriented definition of educational supervision as “a discursive guide to the translation of a therapeutic concept into practical activities and communicative forms with the aim of developing the student’s professional attitude towards people and contextual work conditions, stimulating the creative application of an ideal theory to reality” [1]. Supervision should aim not only to improve technical skills, but also to create conditions for the harmonious development of the psychotherapist’s personality, his emotional health, which contributes to his maturity. If we do not pay attention to this, we risk creating a generation of psychotherapy artisans who are brilliant at methodological algorithms and who get lost when confronted with their feelings. Many of the colleagues undergoing supervision in Russia have extensive work experience (especially in psychiatry, which is often presented as the equivalent of psychotherapeutic experience) , however, there is little or no personal customer experience. These colleagues are already quite accustomed to their therapeutic role and experience additional difficulties (compared to students) when moving into a student, and moreover, into a client position. In addition, the very style of learning with personal involvement is new and frightening for colleagues who received their education in a depersonalized system that does not require personal disclosure.. 1977