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It is hard to imagine that not too long ago, the supervisory process was neither formally studied nor taught in most psychoanalytic institutes. Supervisors would rarely call for openly conveying what they transacted privately behind the closed doors of their consulting rooms. This compendium, in contrast, ably edited by Susan Gill, explicates the forthright teaching and learning of supervision and encourages systematic teaching of the psychoanalytic principles relevant to the supervisory process in psychoanalysis proper and in psychoanalytic therapies. It is a most welcome addition to a growing literature that reflects the continuous study of the supervisory process despite resistances and anxieties about exposing one's work in settings in which the institute has real power over the professional fates of supervisors and supervisees.
Supervision as a triadic system is central to our understanding of supervision (see Gediman and Wolkenfeld1980; Kantrowitz 2002) and is the major thematic thread throughout this book. Wolkenfeld and I initially proposed the idea of supervision as a triadic system in our attempts to explicate parallel process in psychoanalysis and supervision. Since then, however, analysts have studied interactions among various dyads of the supervisory triad in contexts that go significantly beyond an attempt to understand parallelisms as such. The resonance of conscious and unconscious wishes on the part of patient, analyst-supervisee, and supervisor (see Jacobs 2001), as well as a host of other interactions