ABSTRACT
It appears that most past theory building in supervision has simply assumed and acknowledged the inherent importance of the supervi sory relationship. Some theorists, such as Ekstein and Wallerstein (1972) and Mueller and Kell (1972), have hypothesized stages in the supervisory relationship as it grows and develops. e beginning stages in these mod els emphasize the development of trust and familiarity with the expectations of the participants. Other issues, including more uncon scious or unarticulated expectations, are seen as coming into play in the second or middle stage. e end phases deal with various aspects of termination. Mueller and Kell also place primary emphasis on the inevitability and resolution of conflict within the supervisory relationship.
