Supervising Psychoanalytic Psychotherapy: Present Knowledge, Pressing Needs, Future Possibilities

Existing research from the fields of education, cognitive science, neuroscience, and psychoanalytic psychotherapy points us
toward possibilities for the future of psychoanalytic supervision. This research suggests that we need to go beyond communicating
abstract knowledge and make our supervisory relationships more experiential, participatory, relationship-focused, and personal
in order to teach usable knowledge, develop complex psychotherapeutic skills, and facilitate emotional and relational development
in our supervisees. The author concludes that a relational model of supervision fits this pedagogical profile. After grappling
with our resistances to change, the author hopes that more psychoanalytic supervisors will make use of a relational model
of supervision, as well as drawing upon new technologies and neuroscience-based teaching techniques.