About a dozen years ago I had the privilege of working with a candidate at our institute who had an unusual way of utilizing the supervisory situation. He was the best candidate I had had up to that point—or since. It isn't merely that his presentation of his material, almost always without notes, was lucid, integrated, and clearly organized in sophisticated process terms, matching his understanding of his patient's psyche. Rather, it is what he did with our teaching and learning transactions. He would take whatever ideas I offered and integrate them with his own ideas about his experiences with his patient, as well as with his version of his experience with me. Carrying all this to his own creative conclusions, he would come back for the next supervisory hour with a report, about which he had thought at all levels, concerning his experience with the patient and with me. He would describe in exquisite