The family therapy field is more sophisticated developmentally in its therapeutic methodologies than in the areas of training and supervision. Publications and research efforts on these latter topics have not Kept pace with the progress of the clinical aspects of the field. Family therapy training and supervision literature were reviewed and found to be fragmented and disorganized. There is a need for a comprehensive source which would synthesize this literature and compare the existing viewpoints. This paper works toward this end by reviewing, contrasting, and categorizing the available publications according to a series of content areas frequently appearing in the literature. These topic areas are: (1) Goals of Training and Supervision and Skills of the Supervisor; (2) Training and Supervision Techniques; (3) Supervisor-Supervisee Relutionship; (4) Personal Therapy for Trainees; (5) Politics of Family Therapy Training; and (6) Evaluation of Training. A comprehensive table is provided to quickly access references in the content area. Recommendations are offered for future efforts in this area.Due to the comparative newness of the family therapy field, writing and research efforts in supervision, teaching, and training have been relatively sparse. Bodin (1969) placed the teaching of family therapy in developmental perspective with his statement: "Following in the footsteps of family therapy itself, the training literature is just emerging &om its infancy." (p. 272). The Bodin paper offered a %brief' guide to the training literature by surveying and organizing the available references along certain dimensions. However, since his paper was written, a great deal of additional literature has emerged. Several authors have provided overviews of family therapy training opportunities but a comprehensive comparison and discussion of the major training and supervisory issues has not been attemped (Beal, 1976; Liddle, Vance, & Pastushak, 1979; Stanton, 1975; Williamson, 1973).Olson (1970) documented the changing qualitative and quantitative dimensions of publications on marital and family therapy. He reviewed over 500 articles and 30 books in these areas but made only passing reference to the training and supervision area. *Portions of this paper were presented Close NextKaslow (1977) provides a broadly based discussion of a variety of training issues in family therapy. Beginning with a historical perspective on the development of marital and family counseling, she describes sample training programs and the leadership role that a national professional organization (American Association of Marriage and Family Counselors) has assumed in the examination and certification of quality training programs. Kaslow then outlines some of the salient papers on supervision methods and techniques.A number of difficulties arise for the family therapy supervisor interested in availing himself of the published works in this area. First, the literature reflects the early developmental phase of training in family therapy. Most papers lack a s...

A survey of APA-approved counseling psychology programs examines the composition of first-and second-year doctoral students on factors of age, sex, degree level, and prior work experience. The graduate programs themselves are analyzed in terms of student perceptions and preferences in the following areas: academic andpracticum orientation, responsibility for course content and structure, type of supervision, faculty, and student selfperceptions. The results are based on an analysis of questionnaires received from 203 respondents representing 20 of the 23 programs included in the survey. There are significant differences between several programs on the variables of sex, age, work experience, and academic level. jStudents perceive their programs primarily as eclectic in theoretical and experiential orientation. There are differences between programs on the degree of emphasis given research, practical applications, and personal growth. Students express preferences for greater input in curricula, more contact with faculty, and more cooperation among their peers. However, they give positive overall ratings for their doctoral programs.

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