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Abstract
The emergence of inadequate supervision in social work education reflects a pattern of devaluation and de-emphasis of the formal supervisory process. This trend concerns educators and practitioners who contend that educationally monitored practice is essential for teaching students to integrate theory and practice in order to develop a professional concept of self. The Integrative Supervision Model (ISM) was created for the purpose of systematically preparing post-MSW practitioners for professional practice by teaching them to master the integrative process through use of a four-stage integrative model. The structured nature of the ISM insures consistency in implementation and lends itself to empirical validation.
