The relative isolation of the elementary school counselor from other professional counselors is identified as a major supervisory difficulty. The potential of self-initiated supervision is offered as a reasonable method of dealing with such isolation. A list of possible self-supervisory activities is included to help counselors prevent burnout, along with suggestions for using the Morrill, Oetting and Hurst assessment model. Models for self-supervision, skill development, and self-assessment with the individual as a target are provided, as well as a self assessment worksheet targeting the associational group, primary group and community or institution. (Author/JAC)