ABSTRACT
This chapter discusses serious supervision difficulties in light of unconscious processes of projective identification that alter the frame in the triadic mental space of supervision. It views the supervision frame as a triadic phenomenological-affective field, various components of which foster clinical learning. These components are the supervisor's frame of reference for conducting the analytic task; his point of view concerning the need to create space for dialogue about the usefulness of his frame; and the supervisee/therapist's frame of reference for conducting treatment. The chapter illustrates a discussion of supervision with a detailed study of a supervisee who subverted the supervisory frame because it conflicted with her personal preferences. The conclusion drawn from being supervised and supervising others is that some therapists are better prepared for case-focused learning then others. A modest preparation for supervisory work makes sense and at the very least supervisors need a self monitoring and supportive group experience in order to develop necessary awareness and skill.
