Psychotherapy supervision, it could be maintained, lacks for a common language. Drawing on work from the fields of learning, educational psychology, and teacher education, and extrapolating from the learning-based model of psychotherapy presented by Scaturo (2005Scaturo ( , 2010Scaturo ( , 2012a, we propose a tripartite, common-language structure-Alliance Building and Maintenance, Educational Interventions, and Learning/ Relearning-for thinking about and guiding psychotherapy supervision practice. The supervisory process is envisioned as involving both new learning and relearning (corrective cognitive, corrective affective, and corrective behavioral experiences). Each stage is linked predominantly with a particular learning domain and specific type of learning, common features and factors of transtheoretical significance across stages are identified, and research studies that support different facets of the model are briefly considered. Although the Alliance Building and Maintenance stage is seen as being the foundation and touchstone of our conceptualization, the model is presented as a largely nonlinear vision of supervision that involves continued supervisee cycling and recycling through the feel-think-do (or some variation) of the perspective's three stages. This learning-based view is a useful conceptual structure for thinking about supervision within a more unified framework.

No abstract

TRANSFERENCE, COUNTERTRANSFERENCE, AND RESISTANCE: UNCONSCIOUS DETERMINANTS OF DILEMMAS Transference, countertransference, and resistance are all psychological processes that affect the ongoing nature of psychotherapy, and all are presumed to be unconsciously determined (Auld & Hyman, 1991). Transference is an unconsciously influenced emotional reaction of the patient to the psychotherapist and (in a less technical sense) other health care providers that originates from the patient's earlier experiences related to significant others, especially caregivers, and that are inappropriate to the present context or way in which the therapist is currently dealing with the patient. Countertransference is the unconscious reactions of the psychotherapist (and other clinicians as well) that are stimulated by a given patient, the characteristics of a given patient, and, in particular, to the transferences of a given patient, that is, "countertransference proper" (Orr, 1954). If not consciously recognized by the therapist, these internal reactions are likely to be dealt with inappropriately by the clinician in his or her verbal or behavioral responses to the patient. Finally, resistance is an unconscious influence within the psy-127

No abstract