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Introduction
Introduction
ElizabethHolloway and MichaelCarroll

Throughout Britain, Europe and the United States trainers are using innovative programmes to teach the professional role and skills of supervision. Educating the supervisor, regardless of the supervisor's primary professional identification or setting, is linked intrinsically to the theoretical, empirical and practice knowledge of both counselling and teaching. The practice of supervision is nested in a dyadic relationship of committed fellowship, emotional challenge and strategic collaboration. From this multifaceted phenomenon, in the best of times, there emerge new knowledge and skills, increased professional confidence, and a sustained engagement in one's work. How, as trainers, do we explicate this knowledge, demonstrate these skills of supervision and judge competence?

Even though a number of articles and books have been used, very effectively, as training methodologies, ...

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