ABSTRACT
Supervision is held to be an essential requirement for learning and professional development, especially within professions working with other individuals. In their review of psychotherapeutic interventions, Roth and Fonagy (1996:373) conclude that supervision is ‘an essential prerequisite for the practice of psychotherapy’. Similarly Holloway and Neufeldt (1995:207) state that ‘supervision, as a psychotherapy training method is considered critical by educators…’ It is important and exciting to consider how people experience acting as a supervisor. What are the highs and lows? What causes excitement and anxiety? What are the intrinsic rewards? Also, how are these skills and attributes acquired and learned?
