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Abstract
Prevailing models of clinical supervision are discussed and evaluated within the context of training psychologists for the school setting, with the goal effectiveness of developing a professional identity. Contextual variables (e.g., university versus field-based training), level of training, and interpersonal and intrapersonal characteristics are examined as contributory factors in the supervisory enterprise. A model emerging from Erikson's developmental theory is posited as an umbrella perspective for all models of supervision to facilitate the development of an autonomous and competent professional. Finally unanswered questions and suggestions for future research are specified.
