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| List of Visuals | |
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| Preface | |
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| Acknowledgments | |
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| Introduction | |
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| Introduction to the Book | |
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| Background Research Studies | |
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| Style of Reading | |
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| Activity and Practice Differentiation | |
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| Clinical Practice and Clinical Supervision Defined | |
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| Function of Supervision | |
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| Supervision Perspectives | |
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| Case Illustration: The Case of Mary Newly | |
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| What Good Supervisors Do | |
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| Supervisory Thought Process | |
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| Case Illustration: The Case of Sally Smith | |
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| Cost of Supervision | |
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| Style | |
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| Need for Supervision | |
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| Supervisor Preparation | |
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| Characteristics of Supervisees | |
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| Beginning Professionals | |
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| Organizations | |
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| Needs of Supervisees | |
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| Clinical Assessment and Diagnosis | |
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| Beginning Guidelines | |
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| Characteristics of Supervisors | |
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| On Becoming a Clinical Supervisor | |
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| Authority | |
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| Avoiding Supervision As Treatment | |
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| Support for Supervisors | |
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| Unanticipated Consequences | |
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| Supervisee Bill of Rights | |
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| Suggested Readings | |
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| History of Supervision | |
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| Practice Knowledge | |
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| Early History | |
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| The Freudian Influence | |
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| Mary Richmond | |
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| The 1920s | |
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| The 1930s | |
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| The 1940s | |
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| The 1950s | |
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| The 1960s | |
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| The 1970s | |
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| The 1980s | |
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| The 1990s | |
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| The Future | |
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| Supervision Issues | |
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| Conclusion | |
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| Suggested Readings | |
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| Values and Ethics | |
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| Introduction | |
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| Values | |
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| Values and Knowledge | |
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| Ethics | |
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| Ethics Knowledge | |
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| Case Exercise: The Case of Arlene | |
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| Extent of Ethics Violations | |
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| Advancing Ethics Knowledge | |
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| Case Exercise: The Case of Donna | |
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| Suggested Readings | |
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| Supervisor Styles | |
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| Introduction | |
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| Observing Styles | |
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| Style As a Resource | |
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| Style As a Concept | |
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| Applying Style | |
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| Supervisor Styles | |
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| Style and Theoretical Orientation | |
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| Suggested Readings | |
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| Practitioners' Reactions to Supervisor Styles | |
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| Introduction | |
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| Supervisee Expectations | |
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| Interactional Reactions | |
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| Three Fundamental Questions | |
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| Integrating Supervisor Styles and Supervisee Reactions | |
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| Case Exercise: The Case of Doris | |
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| Suggested Readings | |
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| Technique in Supervision | |
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| Introduction | |
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| Educational Assessment | |
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| Case Material | |
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| Case Presentations | |
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| Case Exercise: The Case of Paul | |
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| Level of Knowing and Technique | |
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| Continuity | |
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| Unifying Assessment, Diagnosis, Treatment Planning, and Outcome Measurement as Supervisory Technique | |
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| Treatment Patterns | |
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| Mechanics of Therapy Technique | |
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| Overcoming Difficulty | |
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| Case Exercise: The Case of Heartha Viands | |
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| Technical Difficulty | |
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| Questioning Technique | |
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| Case Exercise: The Case of Martha Shepherd | |
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| Contracting As a Technique | |
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| Reading As a Technique | |
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| Latent Supervision | |
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| Supervisor Resistance | |
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| Guidelines | |
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| Case Exercise: The Case of Helen | |
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| Case Exercise: The Case of Calgerge | |
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| Suggested Readings | |
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| The Role of Authority and Structure | |
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| Introduction | |
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| Organizations and Authority | |
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| Authority and Supervision | |
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| Interaction and Authority | |
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| Authority and Structure | |
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| Style and Authority | |
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| Case Exercise: The Case of Ellen Maze | |
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| Age and Authority | |
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| Autonomy | |
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| Group Supervision | |
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| Conclusion | |
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| Case Exercise: The Case of Marcie | |
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| Suggested Readings | |
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| Use of Theory | |
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| Introduction | |
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| Theory in Supervision | |
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| Confusion About Theory | |
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| Teaching Theory | |
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| Theory and Practice Connection | |
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| Elements of Theory | |
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| Functions of Theory | |
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| Components of Theory | |
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| Theoretical Speculation | |
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| Timing | |
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| Theory and Technique | |
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| Theory Abandonment | |
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| Creativity and Theory | |
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| Theory Application | |
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| Theory and Supervision Interaction | |
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| Guidelines for Applying Theory to Clinical Material | |
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| Conclusion | |
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| Case Exercise: The Case of Jerry | |
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| Suggested Readings | |
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| Evaluation of Practice | |
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| Introduction | |
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| Evaluation of Learning | |
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| Simplicity | |
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| Pr | |