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Certain general principles relating to the functions and aims of supervisory analysis are discussed. This important area of training presents particular problems for the supervisor which tend to break down the equation that a good analyst is necessarily a good supervisor. His role must be objective, his own narcissism must be restrained, and he must be prepared to go over the same points time and again. He must not set himself up in competition with the student or with the training analyst.
Supervision is essentially a teaching process where certain elementary problems must be explored such as attitudes, procedure, activity, specific difficulties in getting an analysis underway and keeping it in progress, and supporting and directing a less experienced colleague until he develops sufficient understanding and confidence. The supervising analyst must believe in the value of teaching and of experience; he must not be too quick to fall back on the time-honored formula—'you need more analysis'. As candidates learn more and gain greater confidence, their work usually shows striking improvement. While there are differences in ability and aptitude, rapidity of learning is not always the criterion for eventual qualification of the student-analyst.