Abstract
This paper concentrates on some shortcomings in the present training in psychotherapy. By centering out crucial foci of intervention it attempts to contribute to an improvement in the educational program. It points out that neither the length of the residency curriculum nor academic and/or clinical expertise are guarantees for psychotherapeutic skills. The significance of the teaching milieu on the orientation, the intensity and quality of the learning opportunities provided is described. Administrative aspects from the psychotherapy teacher's point of view are examined. The controversy around cognitive versus experiential aspects of supervision is discussed. The supervisor's role and the various supervision modalities are commented upon. The author recommends to pay attention to some neglected issues in supervision and to heed the resident's feedback. Other aspects of a comprehensive training in psychotherapy are touched upon. The author concludes with a caveat. Psychotherapy will be endangered by changes in our society unless the teaching of it will be of high standards to assure viability in competition with other treatment modalities.