ABSTRACT
Psychotherapists and psychoanalysts rate their ~ e P e r v i s i o n as the most valuable aspect of their professional d e v e l o ~ e n t (Hart, 1982). Yet, supervision as a focus of study, compared to a riad of other concepts and processes in psychoanalysis, has receive relatively little attention. In the past few years there have been s eral professional conferences concerned with supervision as well as a number of books and articles devoted to a more scholarly approach to the subject. Nevertheless, supervision remains a neglected area of study in analytic training. It is the purpose of this paper to present some of the critical issues in supervision viewed as a process and to describe various approaches and concepts differentiating analysts of disparate persuasions.
