In this paper we introduce the Attachment-Caregiving Model of Supervision (ACMS) and its normative functioning. This framework emphasizes the caregiving and attachment processes in the supervisor-trainee relationship and their link to learning. We provide a brief overview of attachment theory, describe the ACMS process, illustrate concepts with a case scenario, note relevant individual differences, and conclude by clarifying the model's contributions and limitations.

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Perceived barriers to and supports of the attainment of career and family goals were examined. Participants were adults taking part in a longitudinal study of academically talented students. Qualitative data yielded information regarding participants' goals as well as perceived barriers to and supports of goal attainment. Quantitative data were used to test 2 path models. The 1st path analysis provided information on relationships among perceived barriers to career goal attainment, coping efficacy, social support, and career goal outcome expectations; the 2nd path analysis tested relationships among perceived barriers to family goal attainment, coping efficacy, social support, and family goal outcome expectations. Results indicated adequate fit for the 1st model and mixed results for the 2nd. Implications for counselors and directions for future research were discussed.

Critical incident experiences are a powerful source of counselor development (T. M. Skovholt & P. R. McCarthy, 1988a, 1988b) and are relevant to attachment issues. An attachment theory perspective of supervision is presented and applied to a critical incident case scenario. By focusing on the behavioral systems (i.e., attachment, caregiving, and exploratory) identified by J. Bowlby (1969), previous conceptualizations are expanded by illuminating relational concepts that supervisors could use to facilitate counselor learning.

In a unique supervisory arrangement, pre-doctoral psychology interns supervise master's level social work interns in a university counseling center setting. A supervision of supervision group (SOS group), which is conjointly led by a psychology intern supervisor and the social work intern supervisor, monitors and advances the professional development of the supervisors-in-training (s-i-ts) and indirectly facilitates the professional growth of the social work supervisees. The most dynamic aspect of the SOS group is the ''live'' supervision of the in vivo encounter between the psychology intern and social work supervisee. The identification of repetitive themes occurring in the therapeutic, supervisory, and supervision-ofsupervision systems (parallel processes) provide the foundation for the development of interventions that disrupt rigid patterns.We would like to thank all of the current and previous psychology and social work interns who have helped shape the live supervision of supervision process.The interface of the therapeutic, supervisory, and SOS systems offer interventions that promote the growth and development of the psychology and social work interns. This approach is illustrated through theoretical discussion, methodological description, and case vignettes.

The purpose of this study was to develop and test a short form of the Adult Career Concerns Inventory (ACCI; D. E. Super, A. S. Thompson, & R. H. Lindeman, 1988), a measure of career stage that is based on D. E. Super's (1990) theory of career development. Participants were 260 college students who completed surveys. Examination of Cronbach's alpha indicated adequate reliability for the ACCI—Short Form. The multitrait‐multimethod matrix was used to compare the short form method with the long form method across the 4 career stages. Results indicated adequate convergent validity.

Place attachment is the bond that people develop to places and is integral to identity development. Theorists have proposed that there are four processes associated with the formation and maintenance of place attachment: (a) biological, (b) environmental, (c) psychological, and (d) sociocultural. Within the biological process, a place offers an individual food and space to live. On the other hand, the environmental process denotes the interface between the person and environment, such as how an individual interacts with the environment's resources, adapts to the constraints of the environment, and experiences the impact of the environment on her or his development. The psychological process encompasses how the environment functions as a safe haven and secure base for the individual, and includes the memories, meaning, and affect attached to the place. Finally, the sociocultural process of place attachment focuses on the impact of culture, sociopolitical, and historical sources.

It has been well established that strong therapeutic alliances correlate with positive outcomes in the course of any therapy. For therapists who seek to enhance their professional development, the contribution of familial alliances to therapy necessitates information about their proclivities with different types of family systems. Since the early days of family therapy, the genogram has served as a tool for identifying family patterns, resources, and potential hindrances. More recently, genograms have aided trainees to better understand how cultural, gender and other biases and assumptions affect administration of therapy. In this manuscript, we introduce the theoretical framework of a new model where the family-of-origin forms an important resource for the professional development of the therapist in training.