Psychoanalytic Supervision. A Method of Clinical Teaching: By Joan Fleming, M.D. and Therese Benedek, M.D. New York: Grune & Stratton, Inc., 1966. 252 pp.

In this book the authors present the results of their study of the supervisory process. After a brief introduction, there is a historical review of the literature on supervision which, together with the bibliography, will prove useful to teachers of psychotherapy as well

as teachers of psychoanalysis. A chapter is devoted to an exposition of the experiential nature of psychoanalytic learning, in which the authors explore learning theories as they apply to the supervisory situation, develop their philosophy of the supervisory process, and refer to pertinent remarks in the literature. A third chapter describes the method of study. The main part of the book is a presentation of the results of their study of the supervisory process, divided into three phases: the initial, the middle, and the end. Examples of patient-analyst-supervisory interactions are rich and rewarding to read. The clinical material should prove valuable to students of psychoanalysis and psychotherapy as well as to educators. In a chapter on evaluation of the student's progress, the authors state that evaluation must be based on a clear understanding of the learning objectives and that it is an essential part of the teaching-learning process rather than primarily a judging process.

The authors summarize clearly their philosophy of the supervisory process. They see it as an extension of the experiential nature of psychoanalytic learning which begins with the student's personal analysis, continues with instruction in psychoanalytic theory and technique, and reaches its final phase in the experience of analyzing and being supervised. They feel that theories of supervision that are primarily learning-oriented or pedagogic 'are incomplete and pay more attention to the content and directive aspects of the teacher's behavior than to the experiential and developmental nature of the supervisory process'. They agree with Arlow that 'the supervisory situation may be compared to a kind of working thro