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This article, written from the perspective of both a recent intern and an internship director, discusses some of the major stresses of the internship year, including adjusting to a new program, developing a sense of trust in the training staff, questioning one's competence as a psychotherapist, taking risks to learn new skills with different patient groups, accurately assessing one's own strengths and weaknesses, and planning one's professional life after the internship. The internship year is viewed as part of the "professional adolescence" of clinical psychologists. In this year, interns pass through the stages of a separationindividuation 'process, similar to that described by Mahler and her colleagues. Internship staff members need to be aware of the personal and professional developmental needs of each intern. Helpful recommendations for training staff during each stage of the intern's development are presented.

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Self‐descriptions of general in‐therapy behavior, attitudes toward co‐therapy, and ratings of co‐therapy effectiveness were collected from 25 experienced (E) and 25 inexperienced (IE) therapists who treated a total of 48 married couples in co‐therapy. Major findings were: (a) six different therapeutic “styles” emerged via factor analysis of thetherapists' self‐descriptions of in‐therapy behavior, (b) E and IE therapists as a group had different personal therapeutic styles and preferences as to the style desired in a co‐therapist, (c) subjectively rated effectiveness of co‐therapy correlated with the degree of comfort felt by the therapist in the relationship and the acceptance by the co‐therapist, and (d) there was evidence of a “point of diminishing returns” in satisfaction for therapists in general, which came with increasing experience in doing co‐therapy.

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