In understanding supervisory conflicts and/or stalemates, it is useful to consider not only the role of the therapist's learning problems, but also the supervisor's teaching problems and the sources from which they emanate. This article focuses on the supervisor's contribution to difficulties in the psychoanalytic supervisory situation.

The influence of the supervisor's narcissistic investment and needs, his or her expectations of the therapist, and other aspects of how the supervisor's agenda are gratified or frustrated is explored. The role of conflicts, disappointments, and goals in psychoanalytic supervision is discussed.