Abstract
Various orders of learning are required in those contexts in which psychotherapeutic skills are imparted. A process model of supervision is introduced in terms of which various orders of learning are encountered by student and supervisor, and by means of which an emancipatory leaming context may unfold for family members, trainee therapists, and supervisors. Five stages of family therapy supervision are identified, and in the model client, therapeutic, supervisory, observing, and political systems are linked.
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