Thirty-seven counseling students completed the Paragraph Completion Method, which is used to determine conceptual level. All students then viewed a videotape of a client in a counseling session and completed the Clinical Assessment Questionnaire, which is designed to elicit information regarding counselors' hypotheses about a client's problem. The Clinical Assessment Questionnaire responses were scored on seven categories relevant to clinical judgment and information processing. Two factors were considered in a multiple regression analysis of the data: (a) conceptual level and (b) clinical experience. The results indicated that experience level was not significantly related to the characteristics of the students' clinical hypothesis formation. Conceptual level was significantly related to the overall quality and clarity of expression in clinical hypotheses (p < . 002) and the number of divergent questions asked about the client's problems (p < .004). Methodological and counselor-training implications of these results are discussed.

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An interactional analysis system, Blumberg's System for Analyzing Supervisor-Teacher Interaction (BIA), adopted from research in teacher education is used to characterize beginning supervisory style. Two dimensions of the supervisor's interaction with the trainee are considered: (a) the amount of variance in supervisory interaction behaviors in a group of beginning supervisors, and (b) the stability of interactional behavior of individual supervisors across two interviews, each with two different trainees. Twenty-four supervision interviews, two interviews with two different trainees from each of 12 beginning doctoral students, were videotaped and later analyzed with the BIA. A repeated measures two-way analysis of variance was used to analyze the BIA scores. The results indicated that the interview content differed significantly (p < .05) between supervisors on 7 of the 11 BIA variables and that individual supervisors differed significantly (p < .05) across two interviews on 3 of the 11 BIA variables. It was concluded that beginning supervisors have individual predilections for supervisory behaviors that are stable across interviews with different trainees. The implication of these "style" differences for the training of supervisors is discussed. Reavis, C. A. A test of the clinical supervision model.

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