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The fabric of the pre-circulated papers (Frijling-Schreuder, 1970); (Grinberg, 1970); (Lebovici, 1970); (Windholz, 1970) becomes a richly complex, yet lucid depiction of that part of our training programmes that stands next in importance to the personal analysis. Supervision is the most important part of our more strictly educational activities. I shall introduce my presentation through the responses of our colleagues to questions about the role and characteristics of supervision at their institutes.
The following is a summary of the very thoughtful and stimulating responses to the six questions that were sent to the chairman of each Educational Committee. Of the 49 institutes that were contacted in this way 28, over half, responded.
a.The first two questions concerned the criteria for the appointment of supervisors and the methods of qualifying analysts to become supervisors. With rare exceptions the selection of supervisors is based on the assumption that supervision is one of the functions of the training analyst. Therefore the selection of the supervisor is identical to the appointment of the training analyst. One respondent suggests that supervision should precede the experience of conducting a training analysis; and another institute indicates that all full members of their institution are entitled to conduct supervision. In the latter instance the criteria for membership therefore includes the capacity to provide supervision for students of that institute.
In regard to teaching supervision or preparing the supervisor for his work, 21 institutes report that they do not teach supervision formally. However, it appears that five institutes provide opportunities for periodic informal discussions of supervision; and two institutes provide more systematic study groups and discussions for newly appointed, or to be appointed, supervisors.
b.The third and fourth questions were concerned with supervision as an educational activity as compared to a therapeutic activi