Supervision in psychoanalytic psychotherapy is so much more than a professional task. It is a relational, emotional, and often vulnerable experience that can shape both the therapist and the supervisor. When we approach supervision with openness and curiosity, it becomes a space where real insight and development can take place. This reflective approach sits at the heart of psychodynamic supervision and helps therapists deepen their clinical understanding while strengthening their confidence in the consulting room.

Supervision works best when there is a genuine dialogue between supervisor and supervisee. This sense of mutual recognition—where both people feel seen and understood—creates an atmosphere that supports thoughtful exploration. When the relationship feels safe enough, therapists can bring their uncertainties, emotional responses, and challenges without fear of judgement. When this mutual recognition is missing, the relationship can feel strained or hierarchical, making it much harder for supervisees to grow.

One of the central ideas explored in the article is the deep human urge to develop. This inner drive often emerges most clearly when therapists encounter blocks or moments of discomfort in their work. These experiences can feel unsettling, but they are also catalysts for growth. Psychodynamic and psychoanalytic approaches recognise this tension as a natural part of professional development—an opportunity to re-think old assumptions and make space for new, more integrated ways of working.

Engaging honestly in supervision can stir anxiety for both supervisor and supervisee. Holding differing views, questioning clinical interpretations, or acknowledging emotional reactions takes vulnerability. Yet it is precisely these moments of openness that allow meaningful change to unfold. When therapists stay with this process, they begin to understand themselves more deeply, which in turn enhances their therapeutic presence and their ability to attune to clients.

Therapists grow through intersubjective experiences—within the therapeutic relationship itself and within the supervisory relationship. Supervision offers a place to reflect on emotional responses, to notice unconscious processes, and to develop greater humility and curiosity about the client’s inner world. This relational learning is a hallmark of psychoanalytic psychotherapy and remains essential throughout a therapist’s career.

The development of supervisors is far less talked about, but it is just as important. Supervisors also evolve as they navigate the tensions, uncertainties, and emotional demands of guiding another clinician. They may revisit earlier clinical experiences, recognise their blind spots, or rethink aspects of their supervisory stance. In this sense, supervision mirrors therapy: both are living, changing relationships that shape the people involved.

The article also reflects on the balance between subjective dialogue and the more objective elements of supervision, such as realistic assessment, clear expectations, and grounding clinical judgement. Acknowledging the more difficult or destructive tensions that can emerge in supervision is equally important, as these dynamics can echo what happens in therapy. When both participants can stay with these complexities, supervision becomes an honest and transformative space.

Supervision is, at its core, a dynamic process that involves vulnerability, curiosity, and a willingness to stay open to change. When mutual recognition and reflective dialogue come together, both supervisors and supervisees deepen their understanding of themselves and their clinical work, enriching the therapeutic experience for clients.

I found this article particularly interesting because the author shares his own experiences as a supervisor and recognises the need to adapt his beliefs and practice. This resonates strongly with me. Supervision is not a static role, and we, as supervisors, also need to evolve. If we remain fixed in old ways of working, we risk losing connection with younger supervisees and the changing landscape of clinical practice. His reflections on the lack of focus on supervisor training—and the experience of being a trainee/novice supervisor—highlight an important area that has been overshadowed by the emphasis on the therapist’s development. It is a timely reminder that supervisors, too, need thoughtful support, reflection, and ongoing learning.

Link to Article:
https://doi.org/10.1080/02668734.2025.2471748