“…Psychoanalytic supervision's reputation as educational sine qua non in the teaching and learning of psychoanalytic treatment seems well deserved: It can substantially contribute to the (a) development and enhancement of psychoanalytic competence; (b) development and crystallization of psychoanalytic identity; (c) development of conviction about the meaningfulness of analytic therapy itself; (d) proper monitoring of analyst treatment efforts; and (e) monitoring and safeguarding of patient care (Arlow, 1963;Balint, 1948;Chessick, 1971;Dewald, 1997;Hyman, 2008;Lane, 1990;Ogden, 2005;Pedder, 1986;Pegeron, 2008;Sarnat, 2012;Scharff, 2014;Szecsody, 1997;Windholz, 1970;Zachrisson, 2011). Indeed, psychoanalytic supervision has been aptly referred to as the very crux of psychoanalytic education (Schlesinger, 1990(Schlesinger, , 1995, even its signature pedagogy (Watkins, 2013d(Watkins, , 2014a. The reach and reward of psychoanalytic supervision in the development of competent, ethical practice and assuring sound treatment services appears unparalleled in its educational power and therapeutic impact.…”