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It is standard practice to confer the title of training and supervising analyst without requiring proof of competence as a supervisor. The
implicit assumption is that if one knows how to analyze, one knows also how to supervise. That assumption is worth challenging. In their effort to contribute to an independent theory of supervision, the editors of Supervising and Being Supervised: A Practice in Search of a Theory make challenging that assumption one of the themes of their book. The issue is most clearly articulated by the author of the chapter “Problems and Ethical Issues in Supervision.” He notes that supervision requires skills in addition to those needed to be an analyst. However, while we would consider it unethical to practice analysis without formal training, we do not consider it unethical to practice supervision without having learned those additional skills.
The idea for the book emerged from a series of supervision workshops organized by the editors. A number of participants were then invited to contribute chapters to the book, which is organized into four sections: (1) The Supervisory Relationship, (2) Applications and Settings for Supervision, (3) Problems in Practice, and (4) Evolving a Theory of Supervision. The editors provide an introduction and a final overview as a last chapter. A wide range of interesting topics are covered, in addition to the differentiation of supervision from analysis.
The effort to underscore the distinction between supervision and analysis is in part a consequence of the authors' background. The three editors and thirteen other contributors are Jungian-trained analysts from England. Historically, analysis and supervision were not differentiated in Jungian training until the 1960s. Jung was a strong advocate of a personal analysis for all analysts, convinced that the analyst's unconscious elements were the most important factors in his or her work. Extrapolating from Jung, the contributors to this book take the position th