ABSTRACT
I would like to contribute to the present Symposium by making some remarks about the supervision of students in their handling of cases taken in the child analytic training, London.
I have previously stated my position with relation to supervision as a whole (this volume, Chapter 3), and a re-reading of that paper does not make me want to alter the essential argument: supervision, in contrast to analysis, should be directed towards the student’s performance with his case and not to the student’s affective internal world. I have now some further comments to make as to the result of knowledge gained about students, their differing styles of analysis, and how these help in defining the directions in which improvement in their analytic skills might be made.
