Leddick and Bernard review the counseling literature and describe the historical evolution of the practice of supervision from a polarized state to its current trend toward collaboration. The authors analyze several therapy models, and describe direct and indirect supervision activities. This article concludes by calling attention to assumptions in the counseling and supervision literature that have yet to receive the benefit of evaluation and research.

A survey of existing counseling supervision courses was conducted to provide guidelines for counselor educators interested in designing supervision instruction for their programs.

Effective counseling supervision features the establishment of clearly defined mutual expectations. T h e following article is a critical review of the literature on trainee expectations in supervision that divides the research into three areas: expectations about structure. expectations about communication, and expectations of the supervisory relationship. Iniplications for supervisors are discussed.The counseling supervisor's responsibility is literally to oversee. In practice, supervisors are usually charged with some combination of teaching, managing, and assuring quality of service. These functions can be performed in a wide variety of styles using alternate combinations of specific strategies. Whether the supervisor's manner is authoritarian, collegial, or laissez-faire, or whether a teacher-student, counselor-patient, or consultant-client relationship structure is employed, supervisory effectiveness is enhanced by the presence of mutual goals and expectations. Learning what trainees expect from supervision is among the first tasks a supervisor must face; in fact, the identification and discussion of expectations provides an initial focus for the supervisory relationship. As will be noted later, one of the distinguishing characteristics of effective supervision is that mutual expectations and progress toward specific objectives are regularly reviewed and revised as appropriate.The following review includes both data-based and conceptual articles, some of which address pre-training expectations and others report post-

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