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In this presentation of our study of psychoanalytic supervision as a teaching method, we have indicated how we collected our data and studied it. We stated the questions which we originally asked of the data, and we have given, in condensed and abstracted form, generalizations related to educational objectives and teaching techniques as they were revealed in the recorded material.
We have presented a frame of reference in which to identify and organize the process of the teaching-learning experience in the interaction between the supervisor and the student-analyst. In the model (Chart I), we have represented in cross section the tasks and activities of a supervisor. Our data demonstrate the significance and vicissitudes of the relationship between supervisor and student-analyst—the learning alliance—a relationship on which effective learning depends. From a longitudinal point of view, we developed a sequence of learning objectives ranging from elementary to advanced levels. The relation between basic objectives and native aptitudes was stressed.