Teaching community intervention in a clinical program: Reflections in the themes of supervision

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Abstract
By drawing on a specific case example~the teaching of community intervention in a clinical program--this paper describes the problematic themes that graduate student trainees bring to the supervision of consultation and explores the influence of the organizational base for teaching on both the structure and the process of the fieM experience. These thematic struggles, in part generic to the community.interventionist role and in part a function of the pattern of institutional arrangements that frame the training experience, are analyzed, and recommendations are made for structural changes that would facilitate training in community intervention. As the field of community psychology has matured, it has largely left behind its concern with definition and moved on toward a greater articulation of training goals and processes. This thrust is aptly illustrated in the results of the National Conference on Training in Community Psychology (Iscoe, Bloom, & Spielberger, 1977). Yet despite these advances,