Consumers, therapists, and researchers share an interest in the topic of service fees. The issue of fees can affect clients' evaluation of the provider as well as the likelihood of using the service being offered. In a between‐subjects design, adult males (n = 84) and females (n = 78) read a brief description of a psychologist who provided individual or group therapy for a fee of $50, $80, or $110. While fees had no effect, treatment mode and participant sex did relate to perceptions of therapist credibility. A triple interaction emerged with respect to participants' willingness to consult the psychologist. Implications for service providers are discussed.

Just as there is the corrective treatment experience in psychotherapy (Goldfried, 1991(Goldfried, , 2012, might there be an educationally purposed corrective experience in psychotherapy supervision? I subsequently consider that question, proposing that the educationally corrective experience (ECE) is a core common factor that is integral to all forms of psychotherapy supervision. Although "correction" routinely occurs in supervision (e.g., pointing out an item of misinformation, delivering corrective feedback), the ECE is defined as a deliberate learning event that involves a common process of action: It is intentional and instructive, having beginning, middle, and end points (i.e., identification and assessment, engagement and intervention, and follow-up and consolidation). In what follows, I elaborate upon the ECE, identify its fundamental supervision purposes, identify its process as a potential learning instigator and developmental maximizer, and provide 3 competency-anchored practice examples. Whatever the model of supervision deployed, wherever supervision proves effective, I contend that ECEs forever have a preeminent place in realizing that outcome.

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