Supervisory issues as they relate to the training of family therapists have been a concern for the past two decades. Many developmental theories suggest that the trainee-supervisor relationship moves through a series of stages similar to the process of moving from childhood to adulthood. A few theorists have developed procedures whereby supervisory interactions could be analyzed for the purpose of observing these developmental changes; one model to explore this change was developed at the Northern Illinois University Family Center. Audiotapes of supervisory planning sessions of marriage and family therapy trainees and their three supervisors were used over a 4-month period. Categories of statements within interactions and then category definitions were developed. Fifteen mutually exclusive categories were defined, i.e., exploring emotional responses; expressing emotional responses; encouraging feelings and ideas; reflecting overt messages; giving facts/feelings to impede responses; giving facts/feelings to encourage responses; redirecting communication; requesting information; giving information; giving direction via exploratory questions; giving information with self deprecation; giving information with limitations; giving information with a sense of command; giving information with self assurance; and equal sharing of information and ideas. Current research using this model will attempt to prove that the frequency of certain kinds of statements indicates patterns of change. (BL)