Abstract
This paper tracks the evolving understanding of an intern and her supervisor elicited during the clinical and supervisory work with a multi-stressed family. The shift of understanding included a movement from an expert informed stance towards a more collaborative approach which brings forth a greater fit not only in how the client is described but also in the less experienced therapist's sense of competency. The authors revisit aspects of the case and analyze the dialectical impact of writing during training and supervision. This therapeutic and supervisory work becomes a springboard to reflect on salient issues in the experience of interns, supervisors, and faculty. This work highlights core elements of relational training and supervision, and attempts to help remedy the lack of literature addressing the training-supervisory interface.
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