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Abstract
Supervision in comprehensive rehabilitation settings is considered in terms of both contextual variables and therapist developmental issues. Among the former, the program structure, the multidisciplinary treatment team, the patient population, and the patients' family systems are described and their impact on the learning process discussed. Of the latter, the supervisee's personal and professional development are addressed as key factors in the training experience. Where appropriate, suggestions aimed at enhancing the efficacy of supervision in this demanding area are offered.