Effective psychotherapy supervision calls for a variety of supervisory roles and addresses a range of student needs. The particular student need should be the determining factor in selecting an appropriate supervisory role. The supervisor needs a range of role alternatives, a framework in which to fit student needs, a specified area of focus during supervision, and systematic guidelines for determining supervisory goals and approaches. The unique Professional Model of psychotherapy supervision specifies the manner in which supervision is provided. The Professional Model is a three-dimensional model integrating supervisory roles and student need areas. The three dimensions are: (1) the primary areas of student need in the establishment of clinical skills; (2) a reflection of the various roles supervisors assume; and (3) the focus of attention during supervision. In the Professional Model the supervisor and student agree on the primary dimension. In this format, supervisor and student exchange personal and professional information, student's strengths and weaknesses are assessed, and a psychotherapy skills checklist is completed by the student. After these procedures a contract, called the Individualized Training Plan, is developed for supervisor and student. It outlines student needs and objectives with training strategies. An Individualized Training Review detailing progress by the student is recommended at least once every 90 days. Thus the student's progress is charted through plans and reviews. (ABL)