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Despite a growing interest in the interaction in academic pedagogical settings, the role of texts in the actual interaction has not been systematically addressed. This article examines the practices and orientations through which written documents have a significant role in the openings of supervision en counters. We use videotaped recordings of supervision encounters and adopt conversationanalytical methodology to analyze the data.The analysis consists of two main foci: (i) the initial moments of the en counter prior to the actual supervisory activity, and (ii) the launching of the supervisory activity and the negotiation of what that activity will entail. We ana lyze the orientations toward the document as the necessary object of the joint activity and the prominent bodily orientation toward the papers during the initial moments of the encounter. Furthermore, when the participants move from the initial moments of the encounter toward the main activity, the paper document plays a major role in that interaction.In our conclusions, we summarize our observations as shared, implicit orien tations related to the role of the document. These assumptions constitute the "implicit pedagogy" of the supervisory encounter. We will discuss some of the consequences of this type of pedagogy.

What are psychotherapies? The Oxford English Dictionary defines modern psychotherapy as "the treatment of disorders of the mind or personality by psychological or psychophysiological methods." Administering electroconvulsive shocks would, however, hardly count as psychotherapy; the common assumption is it that, in psychotherapies, the means of healing is talk. Not all talk is therapeutic, and the history of psychotherapy involves not just formulating new psychological theories but evolving new and distinct ways of talking with clients. This book is an effort to describe and to understand these distinct ways of talking. Many psychoanalytic historiographies locate the invention of psychotherapy in Breuer's work with a patient they called Anna O. (described in Freud and Breuer's Studies on Hysteria, 1991/1895) at the end of nineteenth century. Anna O. found that narrating her worries and fantasies helped to relieve her symptoms and she coined the phrase "the talking cure" to describe what she was doing. Freud used her case retrospectively to document the invention of psychoanalysis, which became the first form of psychotherapy. Rather soon, however, there emerged other ways of doing and thinking about "the talking cure," and at least since 1950s, the field of psychotherapy has been characterized by the multitude of (often rival) approaches. In psychotherapy with individual patients, client-centred psychotherapy gained influence in the 1950s (see e.g. Rogers, 1951), and cognitive-behavioural therapies have been increasingly popular since the 1970s (see e.g. Dryden, 2007). Alongside psychotherapies with individuals, group and family therapies based on psychoanalytic, system-theoretical, and later on social-constructionist ideas have been influential since the 1950s and 1960s. Each school of individual, group, or family therapy is characterized by specific theoretical ideas about mind, behaviour, and social relations, and about the ways in which these may change. While, for example, psychoanalysis and psychodynamic therapies emphasize the importance of unconscious 5

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This article studies how counsellors in careers training respond to students' problematic advice requests. Conversation analysis is used to examine two strategies counsellors employ when students request advice regarding matters that, according to counselling concepts, they should deal with themselves. The counsellors manage this situation in two ways. They may respond to the request but sanction it afterwards - this happens when the counsellor has offered the student a chance to ask questions, and the student uses this opportunity to request advice. Another, more cautious strategy is to withhold advice and shape the interaction into a questioning sequence, after which the advice can be given as a reaction to the student's response. Examples of both strategies are analysed. It is suggested that, by avoiding taking the role of service-provider, the counsellors orient to the aim of the students' self-directedness. This phenomenon is discussed as a characteristic of counselling interaction.

Academic supervision of PhD dissertations and master's theses has traditionally been conceptualised as the pedagogy of the dyadic relationship between master and apprentice. Recently researchers have argued for a more systemic approach. Yet, many communities lack practices for sharing the pedagogical responsibility of supervision. Consequently individual teachers face the challenges of supervision alone. We have been involved in university pedagogical training where these challenges are explored. Data consist of 44 academics' learning tasks, from which we analysed to what extent and how supervision is interpreted as a social activity, and what kind of cultural elements appear in the teachers' discourses. We adopted the sociocultural approach to discourse analysis and treat the academics' experiences as reflections of their wider culture. A traditional supervisory discourse pervaded much of the challenges we identified in the academics' descriptions, however, there was also evidence of an aspiring process-orientated dialogical supervision discourse.