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This paper explores Solnit's idea that supervision is more than teaching and less than treatment. Advances in our understanding of the analytic process are applied to the supervisory process. With the help of a vignette, the uses of transference regression and parallel processes are examined as part of an analytic experience which facilitates the supervisee's own analysis. Baudry's ideas are used as a point of departure to suggest further guidelines for supervision based on the goal of enhancing the supervisee's analytic identity. Possible difficulties with our theoretical assumptions about supervision are briefly discussed.
Along with the training analysis and core courses, supervision is one of the three pillars of psychoanalytic education. Though much has been written about various aspects of supervision, there is a suprising lag in applying advances in our understanding of the analytic process to the supervisory process. I believe this is in part due to residual worries from the teach-treat controversy. Legitimate concerns about not analyzing the supervisee's neurotic conflicts and not interfering with the training analysis have obscured the usefulness of looking at the interaction between supervisor and supervisee. The purpose of this paper is to explore the ways in which our understanding of the analytic process can be fruitfully applied to the supervisory situation.