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The boundary concept has been central to discussions on ethics and psychoanalysis over the past few decades. The main distinction has been between less malignant boundary crossings and more harmful violations. More recently, the concept has been criticized as not discriminating between technique and ethics. The author argues that these problems are connected to the way the boundary concept is defined. He suggests that it is specified to indicate a delimitation of an analytic area of conduct. In an analogous manner, an area of ethical conduct is framed by a boundary between ethical and unethical actions in the treatment situation. The analytic area has a narrower limitation than ethics and a stricter articulation of its concept of attitude; not all unanalytic actions are unethical. This simple model of interpersonally specified boundaries allows us to discriminate between different kinds of transgression in analytic work. In addition to violations and crossings, a third instance is described denoting a transgression of the analytic but not the ethical boundary. These can be called boundary stretchings, and are either intended or unintended deviations of method. The slippery slope mechanism of ethical misconduct is an imminent risk if boundary stretchings are ignored and not subject to scrutiny and analysis.
The centrality of the supervisory relationship to the professional development of supervisees may encourage dependency needs and regressive wishes. This process may undermine the delicate balance in supervision between an optimal didactic tension and an atmosphere of calmness and security. The present paper advises supervisors to take into account the gap in power and interests between their supervisees and themselves, and the temptation that may arise within them to use their supervisees' regression in order to avoid resistance. Such awareness will help them make controlled and appropriate use of such analytic powers and maintain the balance between supervisees' >regressive selves< and >mature selves.< In addition, a perception of supervisory relations as a space of mutual alternating regressive states is offered as an important aspect of supervisor–supervisee communication.
What are the competences required to satisfactorily practice effective or >good enough< psychoanalytic supervision? In this paper, I would like to consider that question. Over the past approximate 15-year period, increasing attention has been directed toward more specifically identifying and defining the components of competent psychoanalytic practice. But any parallel attention toward identifying and defining the components of competent psychoanalytic supervision practice has, in comparison, been sorely limited if not virtually absent. If we are to best practice competent psychoanalytic supervision and best train future psychoanalytic supervisors for competent practice, effort needs to be made to concretely delineate the competences that are requisite for such practice. In what follows, I present and adapt six broad-based families of internationally relevant supervision competence areas for use in psychoanalytic supervision: (1) knowledge about/understanding of psychoanalytic supervision models, methods, and intervention; (2) knowledge about/skill in attending to matters of ethical, legal, and professional concern; (3) knowledge about/skill in managing psychoanalytic supervision relationship processes; (4) knowledge about/skill in conducting psychoanalytic supervisory assessment and evaluation; (5) knowledge about/skill in fostering attention to difference and diversity; and (6) openness to/utilization of a self-reflective, self-assessment stance in psychoanalytic supervision. Although by no means an exhaustive list, 30 supervision competences (five per family) are proposed as significant for guiding competent psychoanalytic supervision practice and supervisor training, and a brief explanatory comment is offered in support of each broad-based family of competences.