Argues that personal integration and transfer of interpersonal skills is more likely if significant attention is given to the learning phase of skills training. Presents guidelines, as part of an integrative approach, to help trainers create conditions that encourage learners to discover personal meaning of skills. (Author/NB)

Responds to Biggs' article on the case presentation approach in clinical supervision. Notes that Biggs provides one of the few discussions explicating the tasks in case conceptualizations useful for enhancing cognitive development available in the literature. Raises concerns about Biggs' assumptions about the cognitive level of trainees and the…

Responds to Biggs' article on the case presentation approach in clinical supervision by discussing implications for instruction of two relevant research programs: conceptual level (Harvey, Hunt, and Schroder, 1961) and Hunt's related matching model for education, and Strohmer and associates' cognitive models for clinical judgment. (NB)