Parents of 21 autistic children and of 21 children with other handicaps, matched for sex, age, IQ and father's occupation, were interviewed with a schedule known to discriminate between schizoid and non-schizoid people. Ratings were reliable and the interviewers remained "blind". Parents of autistic children, especially fathers, were significantly more often rated as having schizoid traits. They were also more intellectual.

The personality features of parents of a group of 21 well-functioning autistic children have been described previously. The main characteristics of these parents were social gaucheness and a tendency towards the single-minded pursuit of special, often intellectual, interests. We now present the agreement between research interviewers and clinician in the diagnosis of these parents as schizoid, together with clinical details of those parents rated by both as having definite schizoid traits. The educational functioning of the siblings of the autistic children compared with that of siblings of a matched control group is also reported.

Purpose and Methods:It is an interesting paradox that although coaches are expected to have supervision, little is known about coaching supervision. Coaching supervision has its roots in supervision in the therapeutic disciplines. The aim of this paper is to explore some of the key themes in the literature on supervision in those disciplines, and to discuss the limited research that has been conducted into coaching supervision within this context. Particular attention is paid to social work supervision, as two major proponents of coaching supervision, Peter Hawkins and Peter Bluckert, were originally social workers.Results:The paper shows the influence of therapeutic concepts and process on coaching supervision, and identifies some of the benefits and limitations of using a therapeutic model in coaching supervision. Coaches and purchasing organisations want different things from supervision. Themes in the therapeutic literature concerning the transition from practitioner to supervisor are highlighted, suggesting that coaches making this transition need to learn to think like a supervisor, and find ways to manage the power inherent in the role.Conclusion:More research into coaching supervision is needed to find out what is happening in practice.

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