Supervision in social agencies has been denned as an administrative process in the conduct of which staff development is a major concern. The supervisor in the full-fledged performance of his functions as administrator and teacher helps the student learn. The social work student begins practice before he has knowledge essential for competent performance. Social work educators become attentive to the part played by the emotions in professional learning and to social work education as a means to personality growth and change essential for the conduct of social work’s helping processes. It is clear today that individualization fails of its aims when it waives the reality demands of practice. There is a high potential for the assumption of professional responsibility, along with a readiness to respond to the maturation push which these responsibilities entail. Experienced supervisors perceive that the problem is that of over-identification versus repudiation. The problem of over-identification occurs with high frequency in the educable social worker.