Even as psychology becomes increasingly splintered and specialized, as evi denced by the growing number of special interest divisions of the American Psy chological Association, many psychologists are devoting their energies to finding commonalities between traditionally distinct fields and building bridges between them. Developmental psychopathology, for example, has emerged as a synthesis of child development theory and clinical child psychology. Health psychology has resulted from the cooperation and collaboration of many psychologists from a number of fields, including clinical, counseling, social, developmental, and physiological. Within clinical psychology is a growing movement toward "rap prochement" that is dedicated to finding common themes among seemingly dis parate approaches to psychotherapy. Thus, integration among different fields has increased even as diversity in psychology has flourished. One such integration or interfacing effort that is related in several ways to the integrative efforts just noted involves social, clinical, and counseling psychology. Although this effort is not a new one (see chapter 1), it was given a new lease on life by the publication of the first issue ofthe Journal of Social and Clinical Psy chology in 1983. Since that time, several volumes and numerous journal article and book chapters have been devoted to the general notion that social psychologi cal theory and research has much to offer clinical and counseling psychology, such as greater understanding of psychological and everyday problems in living and insight into clinical and counseling activities such as psychotherapy."

The third edition of this book is an updated and expanded presentation of the widely used Integrative Developmental Model of Supervision. In contrast to other volumes on clinical supervision, Stoltenberg and McNeill present a comprehensive, time-tested, and empirically investigated model of supervision, rather than a broad summary of other existing or historical approaches. In addition to presenting a model of therapist development that spans beginning through advanced training, the book integrates theory and research from numerous perspectives, including learning, cognition, and emotion, as well as an up-to-date treatment of research directly addressing the supervision process. The model also examines the role of clinical supervision from an evidence-based practice perspective and addresses issues of common factors in therapy. The impact of cultural issues in supervision and training, as well as recent work in a competencies approach to supervision and trainee development, are also examined.