ABSTRACT
The origins of supervision, as a fundamental component of psychoanalytical and psychotherapeutic training, are the same as those of psychoanalysis itself, at least since Freud first began to discuss clinical material with his followers: the supervision of Little Hans is the first well-recorded example (Ogden, 2005). Supervision is a form of transmission of knowledge from one generation to the next, which is why it contains a conflictual core due to the unconscious Oedipal dynamics inherent in the master–pupil relationship. Therefore, it brings with it the risk of becoming a traumatic experience as a result of both asymmetry and seduction, which are involved in the supervisor–supervisee relationship, and may sometimes lead to a confusion-of-tongues-like situation.
