IJSP Number 3, 2021

98 Supervision has evolved during the history of psychotherapy. It has developed from the classic post hoc supervision method to live supervision with a one-way mirror that allows the supervisor to observe the sessions from behind a mirror lively. Nowadays, advances in technology have impacted the field of supervision, and technologies such as videoconference, webcams, the Internet “cloud”, clinical virtual reality software, software for tracking clinical outcomes and coding psychotherapy session videos are being used to deliver and enhance supervision and training. Worldwide, supervision services are provided online, and it is no longer restricted by geography [6]. During live supervision, supervisors use various methods to provide feedback, such as using a phone call, seeing the supervisee at the same time, entering into the therapy room or speaking into a microphone that is transmitted to an earpiece used by the supervisee, known as the “bug-in-the-ear” method [7]. The one-way mirror was introduced in the 1950s as an aiding tool in family therapy. Direct observation of the sessions resulted in the feedback given according to different objectives by supervisors in team work. This setting was used for training therapists and improving their skills. Also, supervisors were able to follow the therapy sessions directly and avoided the retrospective reports of supervisees [8]. Still, the one-way mirror method of supervision is used in many universities and psychotherapy institutes to train psychotherapists in different theoretical orientations. For example, in our school, this method is used to train therapists in cognitive behavioral therapy (CBT) and psychoanalytic psychotherapy. The supervisory sessions in the psychoanalytic psychotherapy clinic (one-way mirror setting) include once-a-week psychoanalytic psychotherapy sessions practiced by a graduate student. Simultaneously, a group of graduate students and supervisors observe the sessions from behind the mirror. Some therapists use the “bug-in-the- ear” method, while others are resistant to such an approach. Supervisors never interrupt the sessions by phoning the supervisee in the therapy room or entering into the therapy room; however, when the “bug-in-the-ear” method is used, the supervisor gives feedback by speaking into a microphone, which is transmitted to an earpiece used by the training candidate. Each supervisory session is followed by a discussion session during which feedbacks are provided by supervisors and graduate students. Prior to beginning the therapy sessions, the patients are explained that since our school is a psychotherapy training center, a group of students and supervisors will observe the therapy sessions. However, there is no obligation for patients to accept this setting, and they are free to have sessions without being observed. Based on my personal experiences as an observer of the psychoanalytic psychotherapy sessions from behind a mirror, I noticed that while one-way mirror supervision has many advantages, it brings out certain types of material, defenses and dynamics both in the patients and the therapists, which should be addressed and dealt with in the supervisory relationship.