SUPERVISION IN TRAINING OF HELPING PROFESSIONALS: THE PROBLEM OF PSYCHOLOGICAL BOUNDARIES
This article describes and analyses the problems of employng supervision in the academic process of training students who are future helping professionals (clinical psychologists, psychologists, social workers). Supervision is presented as a special type of professional relations and interpersonal contact between the supervisor (teacher) and the one supervised (student), the result of which is the professional development. The article presents the normative, reconstructive-supporting and formative functions of supervision. It discusses the problems of using supervision in the system of higher education, i.e. the supervisor's adherence to a certain psychological school, the limitations of formats and its functions, the duality of relations between the supervisor and the trainee. The article also presents results of an empirical study, the purpose of which was to evaluate and analyse the problems of using the supervision in training of future specialists in helping professions. The main diﬃculties in using supervision in the higher education system mentioned by the participants of the study are the preparation of a case for supervision, lack of compliance of supervision with real professional needs of the trainee, issuing orders and commanding alongside the lack of alternatives in