| Popis: |
lating, examining, and critically evaluating the process of supervision has few parallels in other professional fields. In reviewing the literature one finds that much energy has gone into developing the supervisory process, and—more recently—into how much supervision is required for practi tioner and student, as well as how it is used in various settings such as family agencies, schools, and clinics. However, the super visory structure within which the super visory process takes place, and the way in which structure and process relate to each other, have received relatively little atten tion.1 |
