ABSTRACT
Psychotherapists and psychoanalysts rate their supervision as the most valuable aspect of their professional development (Hart, 1982). Yet, supervision as a focus of study, compared to a myriad of other concepts and processes in psychoanalysis, has received relatively little attention. In the past few years there have been several 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.
