This study focused on the interactional stage differences between successful and unsuccessful time-limited counseling. Six dyads (the three most successful and the three least successful, as rated by client and counselor) were selected for intensive study from a sample pool of 15 dyads representative of timelimited counseling. It was hypothesized that .-successful counseling dyads would have three fairly distinct stages-of high, low, and again high levels of complementarity-and that unsuccessful counseling dyads would not demonstrate this pattern. The sequence of topic-following/topic-initiation responses was used as an index of complementarity and was analyzed using a Markov chain model to test for differences in the sequence of topic responses over time. Moderate support was found for the hypothesized general stage model of high-low-high complementarity. The three successful dyads loosely fit the general pattern, but each showed individual variation in the length of each stage and the abruptness of stage changes. All three unsuccessful dyads had constant levels of complementarity over the course of counseling and thus did not fit the hypothesized model. Implications of this study for counseling theory and research are discussed.

We examined the validity of an elaboration of Stoltenberg's developmental counseling supervision model. The Supervision Level Scale (SLS) classified predominant developmental level of supervisees and supervision environments, thereby avoiding the use of training level as a proxy for developmental level. Supervision dyads (n = 107) from nine university counseling centers participated. Supervisors completed the SLS, and supervisors and supervisees reported their satisfaction and opinion of supervisee's learning. Supervisors were found to generally match the level of their supervision to the level of the supervisee. Using analyses of variance, supervisee developmental level was related to mean semesters of supervisee supervised, but not nonsupervised, counseling experience. Supervision environment level was also related to mean semesters of supervisee supervised, but not nonsupervised, counseling experience. Mean satisfaction and learning ratings of supervisors and supervisees did not differ by person-environment congruency. Results provide further empirical support for conceputalizing supervisees and supervision environments developmentally, although not for congruency.

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