This study used self-reports of the experience of Clinical Psychology trainees on the Doctor of Clinical Psychology course at the University of Leeds as the basis for developing a model of effective clinical supervision\ud from the users' perspective. Three sources of data were used: 100 critical incident reports of episodes which trainees had experienced as particularly helpful during supervision; seven extended commentaries by trainees on\ud video-tape recordings of supervision sessions in which they had been involved (following the principles of inter-personal process recall); and two focus group discussions in which final year trainees reflected on their worst\ud experiences in clinical supervision during their time on the training course. This data was analysed using the grounded theory approach to qualitative research. The study contains procedures for assessing the reliability of the\ud codings used in the study and attempting to validate the theoretical model developed. The study identified five factors that contributed to a successful outcome in supervision (from the trainees' viewpoint): promoting experiential learning; developing a strong supervisory alliance; accepting the sapiential authority of the supervisor; timing interventions in supervision appropriately; and working in a personal and professional context that facilitates good practice. The model of effective supervision developed is dynamic and\ud recognises the mutual influence of supervisor and supervisee on each other and the fluid interaction of the five factors described. The findings of the study are compared with the extensive psychological literature on clinical supervision. Finally the practical implications of the study's findings for training clinical supervisors are considered.\ud \u
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