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Never Ever Stop Learning More About Supervision is a very adequate title for this gathering of excellent articles on supervision, as well as it is a very proper motto for Imre Szecsödy’s extraordinary and tireless contributions for the current understanding of this complex process that is at the very core of analytic training. As in so many fields of human activity, there are a few persons who embrace an idea, a cause, an ideology, a mission, and dedicate the best of their efforts to bring more light, or effectiveness to this cause; international psychoanalysis owes to Imre and his work a more clear, objective and research-oriented view on the fascinating activity that is psychoanalytic supervision.
In my view, the articles presented here show the many dilemmas, complexities, and controversies on analytic supervision. For the one side, we see nowadays a consistent search for objectivity and of measurable learning objectives, as the articles from Moga and Cabaniss, and Watkins and Scaturo clearly suggest. For instance, Watkins and Scaturo show how to use the Learning Alliance Building and Maintenance, and state that psychoanalytic supervision is a formative, developmental learning experience and intervention; that it is educational in its mission, process, and product; and that it should be guided by a vision that is founded upon, and grounded in, educational psychology and theories of learning. Moga and Cabaniss present a plea for clearly delineated measurable learning objectives and show how this can be used and its relevance for analytic training.
From another perspective, we can see a qualitative research on two cases of supervision of analytic psychotherapy and follow Hanna Strømme’s concern on what could characterize a good and a bad supervision process. One of her findings was that the expression of negative views of the supervisee on the supervisor might have a negative impact on the supervisory process. Jutta Kahl-Popp criticizes the use of teaching and learni