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Given the fact that supervision has been so central to the evolution of psychoanalytic thinking and practice, it is remarkable that the supervisory relationship has been the focus of only a small number of significant psychoanalytic publications (Bass 2014). It has long been recognized that the personal analysis of the candidate and the supervised analyses during training constitute the two “enabling” processes of training. These two aspects of training are in contrast to didactic theoretical seminars, which, valuable as they are, belong to a different type of learning, one that is less dependent on interpersonal transactions. In recent decades, the majority of psychoanalytic institutes have gradually abandoned the practice of monitoring the personal analysis of candidates. Earlier practices requiring that the evolution of the candidate’s analysis be “reported” to the training committees have gradually been abandoned by most institutes. The burden of the evaluation of the candidate’s clinical ability, therefore, has now been placed almost entirely on the supervision of control cases.
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