ABSTRACT
Supervisors provide didactic education by educating the supervisee about a host of "tricks of the trade", which a supervisee can collect in his quiver to be used at appropriate points in the course of treatment. This chapter argues that certain supervisory styles are more likely than others to benefit a given supervisee's educational development and that certain ways of supervising may even negatively impact the treatment. One might expect that the experience of being psychoanalyzed combined with that of having one's clinical work supervised should necessarily translate into a heightening of an analyst's capacity to be able to think reflectively in the moment. The COPE Study Group came to the conclusion that certain styles of supervising are associated with less than optimal supervisory outcomes. In particular, the Group faulted overbearing, authoritarian-like supervisors – those who expected the supervisee to adopt the supervisor's point of view and to implement his suggested interventions.
