The process through which group therapists learn how to learn from practice is central to their future professional development and second only to having had a `good enough' experience of personal therapy. However, little has been written about the structural and interpersonal factors, which may help or hinder this learning process. This article will explore these issues with particular attention to the role of clinical supervision. Literature from the general field of professional education will be integrated with more specific literature from the psychodynamic and group-analytic psychotherapies. Implications for the continuing professional development of group therapists will also be discussed.
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