Development sequence in small groups.

50 articles dealing with stages of group development over time are separated by group setting: therapy-group studies, T-group studies, and natural- and laboratory-group studies. The stages identified in these articles are separated into those descriptive of social or interpersonal group activities a

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Developmental sequence in small groups.

Evidence bearing on whether and how counselors and supervisors receive or give different types of supervision of psychotherapy as they each gain experience was investigated. Theories describing changes in supervision of counselors as they gain experience are reviewed. Most are similar to each other. They posit changes in the supervisee, with supervision environments being matched to the changing needs of the supervisee. There are three theories concerning how the supervisor changes as he or she gains experience. Findings from empirical studies are consistent with theories of counselor development but only weakly supportive of the theory that actual supervision environments are matched to supervisee needs. Findings from empirical research on changes in supervisors as they gain experience reveal few differences in supervisors at any level beyond the master’s degree. Presumably, therapists and supervisors age like wine. In this article, I sample their sounds, sights, bouquets, and tastes as they gain experience. Supervision of prepracticum counselors is not covered in this review (for a recent review, see Kurtz, Marshall, & Banspach, 1985). Rather, this article is a summary of supervision of counselors from their first practicum and beyond. First, the issue of what supervision should be is discussed. Then research on changes in supervision as counselors gain experience is reviewed. Last, research on changes in supervision as supervisors gain experience at supervision is examined.

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Changes in Supervision as Counselors and Supervisors Gain Experience: A Review

HE ROLE OF supervision in the training of psychoanalysts does not require any extensive introduction. A great deal has already T been written on the subject and the entire matter is being examined, studied, and evaluated by the individual institutes and by the Committee on Psychoanalytic Education of the American Psychoanalytic Association. There are many unsolved problems regarding the technique of supervision, the function of supervision, the theory of supervision, progression in supervision, etc. Lewin and Ross (1 1) have recently collected data and evaluations from 192 training analysts in response to a questionnaire. They raised scores of questions and many questions are still to be raised. Supervision as an educational technique is a very complicated matter. It involves all aspects of the pedagogical interaction. In some respects supervision differs not at all from the ordinary tutorial method of teaching. In other respects it resembles a clinical conference and at times it takes on the form, however briefly, of a didactic lecture. This communication recognizes the importance of all these facets of supervision. This communication, however, is directed toward one specific aspect of the supervisory experience. It is concerned with the problem of the theory of supervision and it is oriented toward the question: “TVhat goes on in the sessions?” One might be more precise and say that this paper is oriented toward discussing the essentially tctiiqzte features of the supervisory experience. By the essentially unique experience OE supervisory experience I refer to the interaction between supervisor and therapist.

The Supervisory Situation

In order to complete training successfuIly, every psychoanalyst has to be a supervisee. This experience leads each analyst to want to become a supervisor. Until recently, very little has been discussed about wh at supervision is, how it is done, and how it is related to the various theories of psychoanalysis that are held as articles of faith. The 1980-1981 program of the William Alanson White Psychoanaly- tic Society was devoted to supervision-with representatives of various "schools" demonstrating their ways of doing consultations with ana- lysts about patients. This book is an extension of that endeavor. In it, supervisors of various persuasions discuss this topic. The editors-Leopold Caligor, Philip M. Bromberg, and James D. Meltzer-are to be congratulated for the high level of discourse repre- sented by the various chapters. They are to be commended as weIl about the eloquent statement this book makes-namely, there are many an- swers and approaches and no final answer to the questions raised by the volume.

Martin Grotjahn

Papers

Problems and techniques of supervision.

The role of identification in psychiatric and psychoanalytic training.

The Process of Maturation in Group Psychotherapy and in the Group Therapist

Some Features Common to Psychotherapy of Psychotic Patients and Children