Psychotherapy supervision has been investigated extensively, but the literature reveals few controlled studies and none that directly assesses the effects of supervision on psychotherapy outcome. In this study, two aspects of psychotherapy supervision–the amount of supervision, and the congruence of theoretical orientation between the supervisor and trainee–were studied in relation to patient change as measured by pretherapy and follow‐up ratings on the Global Assessment Scale (N = 237). Amount of supervision was not found to be related to therapy outcome, but patients showed significantly greater improvement when their trainee‐therapists reported theoretical orientations congruent with those of their supervisors.

Surveys were conducted in 1968 and 1977 soliciting information from former clinical psychology interns at Langley Porter Psychiatric Institute regarding (a) the distribution of their professional time, (b) how they "ideally" would like to spend their professional time, (c) the level of their internship satis/action, and (d) recommendations about future training. Changes in professional activities over time--seen as due to shifts in the profession rather than to maturational effects in the respondents-included increased time supervising trainees and less time doing psychological testing and research. These changes paralleled reports in the literature that suggested "clinician-teacher" as descriptive of many clinical psychologists. Respondents would, have preferred less psychological testing and administration in their professional work. During their training they would have preferred more psychotherapy and less testing. The role of such surveys in evaluating and planning clinical psychology internships is discussed.

129 patients with cerebrovascular insufficiency (CVI) were studied on 43 scores from psychological tests of intellectual functioning and 42 scores from physiological measures. BC TRY cluster analysis of 35 psychological variables yielded 3 strong dimensions labeled verbal, visual-motor, and numerical, as well as a weaker dimension labeled attention. These 4 dimensions accounted for 91% of the communality among the 35 psychological variables. The dimensions were fairly highly intercorrelated, and correlated significantly with 10 of the 42 physiological variables, primarily EEG findings. It was concluded that adequate assessment of CVI patients should include, in addition to physiological measures, testing in the identified psychological dimensions of intellectual functioning. Further research planned along these lines was discussed.

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