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THE SUPERVISORY PROCESS HAS RECEIVED considerable attention in the psychoanalytic literature recently (Bromberg, 1982) ; (Caligor, 1981) ; (Cooper and Witenberg, 1983) ; (Gediman and Wolkenfeld, 1980) ; (Issacharoff, 1982) ; (Lederman, 1982) ; (Lesser, 1983) ; (Levenson, 1982) ; (Wolstein, 1984). Several writers (Bromberg, 1982) ; (Caligor, 1981) ; (Gediman and Wolkenfeld, 1980) ; (Lederman, 1982) have focused on the parallel process phenomenon. Bromberg's (1982) and Caligor's (1981) studies of parallel and reciprocal processes examine, from an interpersonal and operational perspective, how transference and countertransference in the analytic relationship provoke parataxes in the supervisory dyad. Issacharoff (1982) and Lesser (1983), among others, discuss the related question of the pedagogic versus therapeutic role of the supervisor; that is,