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Supervisory Rashomon: The Evolution of Our Analytic Minds
Mary Kay O'Neil1,2,3, Kristine Klement4,5
1Toronto Psychoanalytic Society, Toronto, Canada. oneilmk4@gmail.com.
American Journal of Psychoanalysis
|July 31, 2026
Summary
Developing an analytic mind involves understanding unconscious influences. This study explores how supervisors and supervisees navigate differing goals and experiences in psychoanalytic training to foster analytic thinking.
Area of Science:
- Psychology
- Psychoanalysis
- Psychotherapy Training
Background:
- The analytic mind integrates unconscious processes influencing behavior, relationships, and decisions.
- Psychoanalytic supervision is crucial for developing analytic thinking and practice.
Purpose of the Study:
- To explore the development of the analytic mind in psychoanalytic supervision.
- To examine the differing experiences and goals of supervisors and supervisees.
Main Methods:
- Qualitative reflection on supervisor and supervisee experiences in psychoanalytic training.
- Analysis of the supervisory relationship dynamics.
Main Results:
- Supervisors and supervisees have distinct goals and experiences within supervision.
- An optimal tension between teacher/analyst and support/autonomy is key.
- The learning relationship involves both convergence (support) and divergence (differing learning perspectives).
Conclusions:
- Supervision fosters analytic mind development through a dynamic balance of support and autonomy.
- Understanding differing perspectives in supervision enhances the learning process.
- The supervisor-supervisee relationship is central to cultivating analytic thinking.
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