THE THERAPY SUPERVISION DIALECTIC

It is widely agreed that supervision has an emotional load which shoul d be dealt with in the supervisory relationship as means of increasing effectiveness in the learning process. This situation makes it diffic ult for the supervisor to keep adequate distance between supervision a nd therapy. Current literature on this subject offers no tools for thi s matter. This paper suggests a model that uses some basic ideas deriv ed from Winnicott's thinking. Our model integrates the dynamic forces operating in the supervisory space and can be used as a compass to hel p the supervisor in his or her movements while preventing crossing the boundary between supervision and therapy.