Abstract

This chapter explores the theoretical framework of experiential learning, highlighting its congruence with the principles associated with clinical supervision. There has currently been little theoretical explanation as to how and why clinical supervision is so effective, when it works: but conversely and all too frequently often fails to take hold and be effective. Why do some people believe the experience to be so valuable, whilst others find it a waste of time? By examining how experiential learning works and can be maximised the author gives a number of pertinent insights into the workings of clinical supervision.