IJSP Number 3, 2021

104 Epstein [21] has developed a supervisory approach [active-participant- observation) in which the supervisor is always alert to the impact of his personality style, interventions and of the whole supervisory process on the supervisee. In this approach, the supervisor investigates these impacts and helps the supervisee put his feelings and reactions into words with a minimal accompanying sense of risk. Epstein also places great emphasis on working with the trainee’s countertransference reactions. The management of the supervisee’s gradient of anxiety in working with his resistances, both to the supervisory process and to the therapeutic interaction, becomes as important in the supervisor’s conduct of the supervisory interaction as is the management of the patient’s gradient of anxiety in the therapist’s conduct of the therapeutic interaction. The practice of participant-observation models is an interactional process that becomes internalized by the supervisee and is carried over to his work with his patients [21, p. 397-8]. During the supervisory process, especially in the one-way mirror setting in which other students observe supervisees along with the supervisor, trainees are more prone to narcissistic vulnerability and endure severe anxiety. It is essential that the supervisor be aware of the trainee’s vulnerabilities and hidden or unconscious feelings. By helping the supervisee to acknowledge and accept his feelings, the supervisee will be able to work in the sessions with fewer internal conflicts and inhibitions [15]. Also, concurrent supervision of trainees offered by more than one supervisor increases the likelihood of diagnosing serious problems in the supervisee and resolving them in the educational process. Regular meetings of supervisors to discuss supervisees, especially those with more serious issues may help clarify issues that may take much more time for an individual supervisor to deal with [23]. Personal analysis can also help candidates solve their internal conflict and result in personal growth; thus, it significantly improves the supervisory experience [23]. 6. OBSERVING STUDENTS As an observer behind the one-way mirror, I found this setting very instructive, like other graduate students. This setting helps beginner-level students see and learn the therapists’ analytic stance, the recognition and interpretation of defense mechanisms and transferences, and how and when to confront, clarify, and give interpretations to patients. Furthermore, we found the supervisory discussion sessions that were followed by the therapy sessions very instructive. Feedbacks provided by supervisors and more experienced graduate students enhanced the therapeutic skills and theoretical knowledge of both therapists and observing graduate students.