Abstract
This article describes the background, setting, and realization of an educational experiment in a professional three-year psychotherapy training program. It suggests a model for psychotherapy supervision using integrative metalearning. The high degree of involvement and activity, the equality in the supervision situation, and the focus on contact-making and self-reflection were perceived as being transferred from the supervision to the psychotherapy situation with clients. These factors were also acknowledged as crucial to the effectiveness of the metalearning situation. The positive outcome of this experiment serves as a basis for continuing with supervision from an integrative metalearning perspective.
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