There is always a lively interest in the supervisory process and
its explication. Courses in supervision abound and the critical
role of supervision in becoming a psychotherapist is widely
acknowledged. It is for this reason that this book aims to present
the essentials of supervision, establish validated principles of
teaching and learning, define a series of optimal supervisory
precepts, consider some of the basic issues in this sometimes
difficult arena, explore the supervisee's concerns as the student,
and address the future of supervisory work.Supervision should be
principled and properly framed, sufficiently consistent and well
defined to assure the supervisee the best possible supervisory
experience and the supervisor a situation with as little
possibility of crisis and untoward reactions, and as much reward as
possible. This book is dedicated to both teachers and students: to
their growth, maturation and ultimately to better psychotherapy for
their patients.
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