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(1977). American Journal of Psychoanalysis, 37:51-64

Responsive Supervision of the Psychiatric Resident and Clinical Psychology Intern

Ronald Jay Cohen, Ph.D. and Barbara DeBetz, M.D.

The joy of common work between student and supervisor, the excitement of discovery, the struggle with doubt, self-depreciation and despair, the opening up of new horizons, the aesthetic experience of fresh perspectives both given and received make the reciprocal teaching learning process one of depth and sharing among those most cherished in human experience (1, p. 363).

Clinicians who accept the challenging responsibility of supervising a less experienced psychotherapist must inevitably find some satisfactory resolution of the methodological and attitudinal issues unique to that interaction. The present paper was designed to review and selectively integrate the previous literature into a general point of view about supervision that has had both intuitive and empirical appeal in the authors’ own supervisory experiences (on both sides of the desk). While it is recognized that administrative demands and other external limitations enter into supervisory decisions, the focus of the

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