Supervision of psychotherapy is a complicated responsibility because the supervisor's commitment is divided between supporting the growth of the student and protecting the welfare of the client. The phenomenon of the treatment relationship can be obscured by parallel processes in the supervision, and different approaches to supervision are required for students with varying degrees of technical preparation and personal readiness. A new developmental model of supervision is proposed which integrates supervisory concerns about the course of treatment with the personal educational needs of the therapist.Clinical supervision can be a dynamic, exciting, and challenging experience for its practitioners and recipients; it can also be frustrating, empty, or hurtful in certain circumstances. One might say of clinical supervision what has been said of being a parent-that one learns how to do it on the job. As parent or as supervisor, however, one can make the mistake of assuming that the job is simple and straightforward, when in fact a multitude Requests for reprints should be sent to
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