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Jeremy Safran's pedagogical style was singular in its emphasis on experiential learning through role-plays, use of session video recordings, and his full-hearted embrace of therapists' subjectivity as a tool for therapeutic change. This paper is a personal reflection on the author's experiences as Jeremy Safran's student and how they have translated into her own teaching and supervision. She shares how teaching has been a means of reconnecting with her experiences learning from Jeremy, and the ways in which she tries to carry forward his unique contributions to the next generation of students and trainees., (© 2024. Association for the Advancement of Psychoanalysis.)

The author reflects on how his relationship with Jeremy Safran during graduate school continues to inform his thinking around pedagogy and clinical training. Safran's emphasis on independent inquiry is highlighted, especially regarding the importance of seeking out perspectives and evidence that come into conflict with one's primary orientation. The author argues that Safran's pedagogical stance could be described as inhabiting a state of "pre-judgment," which is essential in both clinical and pedagogical contexts in the psychoanalytic field., (© 2024. Association for the Advancement of Psychoanalysis.)

The educational and clinical effects of the process of case writing during analytic training have not been extensively studied, even though the case report, as a product , has prompted attempts to make it a more revealing and accurate document. Countertransference experiences during an analysis can constrain both the candidate's writing and the analytic work, while examining them during the writing process can deepen the candidate's analytic work. Three overlapping resistances to the writing, and their underlying anxieties, are described. These are publication resistances: concerns about the anticipated reception of the candidate's work by potentially critical readers; transference resistances: feelings toward the analytic institute that requires the writing; and countertransference or reimmersion resistances: fears of reawakening reactions from the analysis. These can interfere with finding a safe internal space in which to write. Examples are given of writing through of these resistances during case supervision, resulting in more open writing and in a deepening of the analytic work. As the case writing process can have direct and potentially profound effects on the candidate's current and future analytic work, it is proposed that the process of case writing is a fourth pillar of analytic training, in addition to the candidate's personal analysis, case supervision, and didactic seminars.

The 3-Level Model (3-LM) is proposed as a guide or heuristic for observing and describing patient change. Used since 2011 in the context of the International Psychoanalytic Association (IPA), its trustworthiness as a model still needs to be studied. OBJECTIVES AND METHODS: This study aimed to assess the trustworthiness of the 3-LM by comparing the output of three groups of IPA-certified analysts (Europe, North America and South America). The comparison was made using process and outcome measures as analytical tools. This objective was divided into specific objectives presented in two articles. Each group belonged to a different geographical region of the IPA. They all worked on the same clinical case and their output was analysed using the same structured qualitative methodology. To analyse levels 1 and 3 of the model, the Consensual Qualitative Research (CQR) method was used. For level 2, the Operationalised Psychodynamic Diagnosis (OPD-2) was used. RESULTS AND DISCUSSION: There was a predominance of convergence between each of the groups for each of the levels analysed, with some points of divergence. The implications of these results for the trustworthiness of the model, clinical practice, training and research in psychoanalysis are discussed.

Drawn from five years of experience in the web-based Psychoanalytic Community Collaboratory, this paper explores implications of the 'community turn' in psychoanalysis for roles, methods, clinical theory, and training. With participants from many parts of the world, the Collaboratory has become a creative generator of projects including documentary films, community memorial initiatives, and mental health interventions in highly stressed communities. The Collaboratory's unique pedagogy offers valuable experiential learning about the complex intersubjective dynamics common to group and community life. Through reflection on the interpersonal dynamics of three critical incidents, we illustrate the interplay of intra-psychic and political aspects of identity--what we have termed 'relational citizenship', an intersubjective self-state in which the individual and the sociopolitical are psychically linked and where the challenges of identifying with and belonging to one or more collectivities are recognized and negotiated.

The Covid-19 pandemic and the social distancing required to combat it have set in motion an experiment in psychoanalytic education of unprecedented scope. Following an abrupt shift from in-person study to remote classes, supervision, clinical work, and training analyses, the Columbia University Center for Psychoanalytic Training and Research polled its psychotherapy and psychoanalysis trainees to assess their initial experience of remote training. Most candidates found the technical aspects of online learning easy and were satisfied with remote training overall. Across all programs, most trainees considered class length and reading load about right and felt their class participation was unaffected, though they found it harder to concentrate. Most found it no harder to start a training case, felt the shift to remote supervision had no negative effect, and were satisfied with seeing their training analyst remotely. Most trainees preferred in-person classes, clinical work, and training analyses to those offered remotely, yet in light of the health risks they said they were less likely to continue training in fall 2020 if in-person work resumed. Trainees suggested several modifications of teaching techniques to improve their participation and concentration in class. These findings' implications for the debate regarding remote training in psychoanalysis are explored.

Psychoanalytic training has been an object of controversy for many years. Arguments have been intense about the details, sometimes called "requirements", and particularly over whether or not training institutes should have routine external validation. We describe these arguments and present preliminary conclusions about the core challenges psychoanalytic trainings face using a unique set of detailed observations collected during structured "conversations" inside nine European institutes. We conclude that whether a psychoanalytic training is "working" is not a matter of compliance with requirements. Rather, it is an issue of how candidates, training analysts, supervisors and committee members, confront within and between each other the consequences of the unconscious dynamics that psychoanalytic training must inevitably create. Institutional psychoanalytic capacity is to take itself as the object. Consequentially, we propose that training committees that seek to claim that their psychoanalytic training is genuinely and safely producing psychoanalysts would be ones that institute routine procedures to show to themselves, transparently, how they attend to the dynamics just mentioned and how they take a neutral inquisitive stance towards them. Fear of oversight, we suggest, is a symptom of deeper anxieties. They can be faced by creating an appropriate setting. Properly conducted visits from outsiders are welcomed.

This article traces the history of the American Psychoanalytic Association since its reorganization in 1945. This reorganization established the hegemony of the Board on Professional Standard and the secondary status of the larger membership. It considers the centrality of the requirement of certification for becoming a member, for running for office, and for voting on bylaw amendments, all of which have since been undone, and for training analyst appointments, which continues to this day. A context for this discussion is the decline of APsaA since the 1970s and its struggle to maintain its place in American psychoanalysis and in psychoanalytic education.

A new model of psychoanalytic education is proposed that will meet the challenges of educating candidates in a new century. Prospective candidates have varying opinions about the value of analytic training, opinions that reflect economic and cultural conditions different from those facing previous generations. Overall, today's graduate-level students hold less favorable attitudes toward psychoanalysis than did their counterparts in the past. The proposed model calls for combining analytic candidates, psychotherapy students, and academic scholars for two years in a Psychoanalytic Studies Program (PSP), after which candidates take their subsequent years of training in a cohort made up exclusively of analytic candidates. A curriculum that focuses on the core concepts in psychoanalysis allows students in all three categories to learn the foundational knowledge of psychoanalysis that once was widely taught in graduate mental health programs. The philosophy that underlies the model and the structure and orientation of the course sequences are presented. Implementatiion of the model having shown positive results, its strengths and limitations are evaluated against the traditional model, in which candidates and psychotherapy students are educated separately.

After analytic training, graduates position their newly acquired identity as "psychoanalyst" in the context of their broader career, contemplating whether to start new analytic cases, adapting their new knowledge base to psychotherapy practice, and deciding how to focus their professional and personal interests going forward. Using questionnaires and interviews, the Columbia Postgraduate Analytic Practice Study (CPAPS) has prospectively tracked the career trajectory of 69 of 76 graduates (91%) from the Columbia University Center for Psychoanalytic Training and Research since 2003. In this paper grounded theory is used to identify developmental themes in interviews with analysts who have been followed for at least ten years. Recent graduates are negotiating the following challenges: developing a sense of competence, navigating relationships with colleagues and former supervisors as situations change and roles shift, transitioning into becoming mentors, and balancing the competing responsibilities of professional and personal life. Disillusionment about aspects of training, analytic practice, analysis as a treatment, institute politics, and the field in general emerges as a stark reality, despite a high level of career satisfaction. Educational recommendations include making career development opportunities available and providing a realistic view of both practice realities and expectations of analytic treatment outcome.

Psychoanalytic training in countries with no accredited training program or official link to the international psychoanalytic community is possible only through technology. Serious controversies surround the legitimacy of distance training, based primarily on doubts about the efficacy of distance analysis. Curiously, in a discipline that prides itself on being a "talking cure," an emphasis on the embodied presence of the analytic couple emerges in the literature over and over again. In fact, though, it's through the use of language-and not through sight-that we achieve the aim of analysis. The information the analyst gathers from bodily presence is important, but even then the analyst's job is to hear the patient's unconscious communications. If an analyst, for whatever reason, is unable to hear the patient's voice and unconscious communications, the analysis is bound to fail whether the patient is in the room or on the screen/phone. Being spatially distant poses no contradictions to psychoanalysis, as long as both parties-patient and analyst, supervisee and supervisor, candidate and instructor-are willing to listen, hear, and be heard emotionally.

Research over several decades has identified significant problems with the progression model-the traditional approach to assessment and advancement of psychoanalytic candidates-including candidates' anxiety and uncertainty about the methods and fairness of their assessment, avoidance of conflictual issues with patients in order to keep cases, and reluctance to share their challenges with supervisors and advisors. In light of these findings, the Columbia Center for Psychoanalytic Training and Research restructured its psychoanalytic training programs. The progression committee, the progression advisor role, candidate application to advance through the program, and routine committee discussion of candidates were eliminated and replaced by confidential mentorship and a clear and predictable system of trainee advancement. Analytic competency-a requirement for graduation-is now determined solely from detailed written feedback regarding the candidate's achievement of the Center's learning objectives. The number of months of supervised analysis required for graduation has been reduced, as has the required length of the candidate's longest case; in addition, three-times-weekly analyses are now accepted for credit. These changes are meant to increase the transparency, objectivity, and predictability of the training experience and reduce the pressure on clinical decision making and communication between trainees and faculty. An extensive evaluation of the impact of these innovations is currently under way.

Adverse childhood experiences, attachment representations and mentalizing capacity of psychotherapists in training Objectives: In this study we analyzed the relation between adverse childhood experiences (ACEs), attachment representations and reflective functioning (RF) in psychotherapy trainees. Methods: 90 trainees in the beginning of their training of three psychotherapeutic approaches (CBT, psychodynamic and psychoanalytic) were assessed with the Adult-Attachment- Interview (AAI). AAIs were coded for attachment representation, ACE and RF. Experiences in psychotherapy as a patient before training were assessed by online inquiry. Data were analyzed via mediator- and moderator analysis. Results: Therapists in training show to be as burdened as the general population in terms of ACEs. Coding of the AAIs revealed a high percentage of secure attachment (85 %) and mentalizing capacities above the average (RF = 5.8). The relation between number of ACEs and RF was completely mediated by the degree of attachment security. The number of psychotherapy hours before training moderated the negative effect of the number of ACEs on RF. Conclusions: Results underline the importance of personal therapy during training and raise the question how reflective functioning can be fostered during training.

Look at any introductory psychology book that covers psychoanalysis, and you are likely to find an image of an iceberg floating in the sea. The image serves as an illustrative metaphor for Freud's theory of the mind: Only a fragment of our ideas and feelings are conscious or "visible" to us, while the vast bulk of our mental content is unconscious or "invisible" to everyday introspection. A simple Internet search of the terms "Freud iceberg" will bring forth hundreds of examples. The problem is that Freud never mentioned the iceberg in his published writings. It is a metaphor that has become ubiquitous in (English-language) writings about Freudian theory, but that does not find its source in his work. So the question is, where did it come from? Much attention has been directed to a passage in Ernest Jones's biography of Freud. Many have taken this to mean that the Freudian iceberg metaphor derives directly from Fechner. Jones encouraged this interpretation, quoting Freud on being "open to the ideas of G. T. Fechner and following that thinker upon many important points." The iceberg metaphor of mind has another source with a solid connection to Freud: Granville Stanley Hall. Hall was one of the founders of American psychology. The mystery of the Freudian iceberg is not completely resolved, but we have made considerable progress. The mystery that remains is why Hall believed the metaphor's origin to lay somewhere in Fechner's writings. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

In response to an emerging consensus that research is important to maintain and develop the field of child and adolescent psychoanalysis, 20 child and adolescent psychoanalysts underwent a semistructured interview concerning their current practices, background, and professional values. Grounded theory methodology was applied to a section of the narratives to produce shared concepts. A significant difference was found between how child and adolescent psychoanalysts are traditionally characterized and taught and how they currently practice. This distinction was supported by findings concerning the importance of active work with parents, the therapeutic relationship, and insight. These findings underscored the similarity of child and adolescent psychoanalysis to other fields of contemporary psychotherapy. They can be used to form a bridge between psychoanalysis and the other fields of psychotherapy and to maintain some presence of the field in contemporary academic research.

Candidates frequently accept one or multiple low-fee cases as part of their training experience. Although the practical and unconscious meanings of the formerly taboo topic of money have recently been discussed in the literature, the candidate's experience in regard to the fee is rarely discussed. The author argues that the candidate is positioned to face a Gordian knot of personal, training, and clinical intensity in the duration of training that impacts casework. This paper discusses two prototypical characterological constellations related to the fee. Psychoanalytic training involves immersion, and thereby differs from training in psychoanalytic psychotherapy programs or from a residency in psychiatry. The candidate's economic experience is unique and under-recognized in today's practice climate. The present article recommends open discussion about the fee among psychoanalysts and candidates.

This paper describes The Group Affective Model, a method for teaching psychoanalytic concepts and their clinical application, using multi-channel teaching, process and review in group settings, and learning from experience in an open systems learning community for psychoanalysts and psychotherapists. This innovation arose in response to criticism of existing methods in psychoanalytic education that have subordinated the primary educational task to that of the training analysis. Noticing this split between education and training analysis, between cognition and affect, and between concepts of individual and group unconscious processes, we developed the Group Affective Model for teaching and learning psychoanalysis and psychotherapy in an open psychological space in which students and faculty experience individual and group processes of digestion, assimilation, and review, which demonstrate the concepts in action and make them available for internalization selectively. We discuss our philosophy and our educational stance. We describe our institution and our participants. We give examples of teaching situations that we have studied to provide some insight about assimilation and internalization of the concepts and clinical approaches being taught. We discuss the transferability of the Group Affective Model to other teaching settings and psychoanalytic training institutions and propose it as the fourth pillar of psychoanalytic training, next to analytic treatment, clinical supervision, and didactic seminars., (Copyright © 2017 Institute of Psychoanalysis.)

Approaches to fostering the educational value of candidate evaluation are presented, in view of the plethora of intra-psychic challenges that combine with many other complexities of learning to work as an analyst. Four integrally interrelated practices have been found to address sensitivities inherent in candidates' experience of training in general, and being evaluated in particular. When applied in concert, the institute's evaluative process not only becomes more considered, but also better promotes a psychoanalytic attitude and minimizes the intrusion of evaluators' personal responses. The first is defining and employing in synergy criteria for clinical immersion based on demonstration of the development and deepening of an analytic process, as well as the development of psychoanalytic competencies. The second is mandating institute-wide application of guidelines for assessment of progression/graduation that are clearly explicated to all candidates and faculty. The third is transparent and timely communication between candidates and their supervisors and progression advisors regarding progress essential to a sense of collaboration. Fourth the progression review process must be systematic and in-depth, with built-in consultative relationships serving as checks and balances on personal elements. The implementation and educational impact of these practices are considered in the case of one candidate., (Copyright © 2016 Institute of Psychoanalysis.)

This essay will look at the benefits and weaknesses of the increasingly bureaucratic nature of training structures and processes in the training of Jungian psychotherapists and analysts. The author will draw on her experiences during two different periods of time as Director of Training at the Society of Analytical Psychology in London with observations on and discussion about some of the changes that have evolved. By way of contrast, she will offer some comparisons with developments in the training of Jungian analysts in countries with little or no legacy of an analytic culture. Here, there is a need to professionalize training in Jungian analysis but the attendant growth of bureaucracy can easily come to echo the politics of non-democratic regimes., (© 2017, The Society of Analytical Psychology.)

From 1960 to 1970 Erich Fromm was my teacher, analyst, and colleague. For the next ten years, we regularly corresponded about our work and views of public policy. As my analyst, Fromm had strengths and weaknesses. He influenced my research and practice on leadership and on transforming organizations to further both productivity and human development. His concepts can help us understand the current global political and cultural crisis that, while rooted in profound historic social, economic, and technological change, calls for depth psychological insights.

Objective: The aim of this paper is to explore the diversity and progress in psychoanalysis and psychotherapy post-Sigmund Freud from the perspective of Western art. Since 1900 the shift from one-person psychology to the more contemporary two-person psychology is reflected in the creativity of artists, particularly in their depiction of the mother-infant relationship., Conclusion: An alternative perspective in understanding the evolution of Man's nature can be drawn from a discourse between art, history and psychoanalytic thought. Using art as evidence that reflects concurrent changes in psychoanalytic thought is a stimulating way to engage trainee psychiatrists and psychiatrists in their exploration of human nature.

There is increasing interest, both internationally and in South Africa, in strengthening the relationship between psychoanalytic practice and research. This paper reports on a psychoanalytically oriented doctoral programme offered at the University of the Witwatersrand in South Africa. The programme is described in relation to the broader context of the historical relationship of psychoanalysis to the university as well as to the specific context of the history of psychoanalysis in South Africa. Key challenges of the programme, specifically concerning research tensions and methodological and theoretical tolerance, are subsequently explored. The way in which these challenges manifested within a group context illustrates their potential for conflict as well as productive debate. The paper reflects on how this specific programme illuminates and extends some of the broader debates in the field of psychoanalysis., (Copyright © 2015 Institute of Psychoanalysis.)

Mandated use of the couch-whether specifically stated or tacitly communicated by supervisors and colleagues-to fulfill requirements for graduation or certification is a significant disservice to candidates and their patients. In its training standards, it is argued, APsaA and its member institutes should state explicitly that a treatment can qualify as a psychoanalysis, regardless of whether the patient is using the couch, as long as the process is analytic and the candidate's thinking is demonstrably analytic. The mandate, however conveyed, that one must use the couch interferes with candidates' optimal analytic functioning, jeopardizing their patients' analyses. Data from infant observation, neuroscience, and facial expression studies-unavailable to earlier generations of analysts-support a more nuanced view of use of the couch. Each analysis is unique, and some analyses might well benefit from use of both the couch and the chair at different phases of treatment, but unless this is spelled out by ApsaA and its member institutes, candidates and junior analysts will be prevented from freely contemplating the clinical benefits or detriments of their use in specific cases.

The psychoanalytic societies in Germany as in many other countries are concerned by a decline in the number of candidates for full psychoanalytic training. While this situation is partly attributable to changes both in society and in educational and healthcare systems, it is questionable whether psychoanalytic training institutions have yet found adequate responses to it. Under the banner of 'evidence-based treatment', behaviour therapy has come to be widely disseminated, with major implications for the teaching of different psychotherapy paradigms at universities. To investigate the determinants of this trend in the specific German situation, a large-scale, multi-method exploratory study supported by IPA's DPPT programme was undertaken, focusing on the reasons given by a population (N = 679) of German psychology, medical, and education students for embarking on training in psychoanalysis or behaviour therapy. The results suggest that behaviour therapy is more compatible with the prevailing scientific understanding and with current societal and cultural trends, owing in part to inadequacies or bias in university teaching of the various paradigms of psychotherapy. While most of the psychology students expressed a preference for behavioural training, the psychotherapy option proved less attractive for their counterparts in the fields of medicine and education. Semi-standardized qualitative interviews were used to gain a deeper understanding of the students' decisions for or against training in a specific paradigm, and led to the identification of seven decision-making prototypes. Possible reasons for the students' decisions are discussed, and concrete proposals and recommendations are presented., (Copyright © 2016 Institute of Psychoanalysis.)

The author proposes an approach to the assessment of analytic applicants that is based on a schema relating to candidate competence. The protocol relies on the central notion that knowing what competencies we would be expecting of well-functioning analysts leaves us well placed to know what capacities, and more importantly what potential capacities, we would be looking for in our aspiring applicants. The author is concerned that the traditional interview methods used have been rather individualistic, lacking in comprehensiveness and therefore not easy to teach. He makes a case for the described protocol having distinct advantages as an assessment tool over the traditional one, in that that it has clear, consistent, and comprehensive criteria, as well as a workable methodology. The author notes, as a particular advantage, the protocol's flexibility in being able to move fluidly from functioning as an instrument for selection, to an instrument for candidate evaluation. This allows, in situations of doubt, for particular competencies in a candidate to be further evaluated and tracked in an ongoing way whilst 'in the field'., (Copyright © 2015 Institute of Psychoanalysis.)

In this era of global connectedness, there is great interest in using distance video platforms such as Skype and VSee, as well as the telephone, for conducting psychoanalysis and psychotherapy across geographic distance. Little, however, has been written about the use of technology for psychoanalytic education. The International Psychotherapy Institute has extensive experience in the use of videoconference and telephone technology in the teaching of psychoanalysis and psychoanalytic psychotherapy, including didactic teaching, infant observation, and individual and group supervision, with individuals and groups across the United States and overseas. Use of this technology for tele-education has facilitated the spread of psychoanalytic ideas, recruitment of psychoanalytic and psychotherapeutic trainees, and ongoing training for members living at great distances from one another and from the institute. This work is in many ways similar to ordinary psychoanalytic teaching and supervision, and yet presents significant differences in technique, opportunity, and group dynamics. Further implementation and study of this methodology can greatly aid in the dissemination of psychoanalysis in the digital age., (© 2015 by the American Psychoanalytic Association.)

Can one define the aims of psychoanalytic training that most analysts would agree upon? For more than a decade the EPF Working Party 'End of Training Evaluation Project (ETEP)' has worked on this issue. Summarizing results of this work the author describes a set of basic elements every developing analyst should have learned or internalized during his training. His assertion is that most analysts notwithstanding their theoretical orientation could agree upon these necessary requirements for a successful ending of psychoanalytic training. These elements are demonstrated in the ability to understand the emotional demand of a patient in every session and the often ensuing emotional storm, to appreciate and deeply understand the value of free association, to preserve a neutral stance, to think in terms of transference and countertransference, and to think conceptually about what is happening and what one is doing in the session., (Copyright © 2015 Institute of Psychoanalysis.)

As psychoanalytic institutes evolve, adapting to the contemporary financial and social environment, the integration of new technologies into psychoanalytic education presents opportunities for expansion to candidates residing beyond the usual geographic boundaries. While the teaching of analytic content through distance learning programs appears to be relatively straightforward, factors including legalities, traditional mind-sets, and cross-cultural issues need to be considered as complicating the situation, as illustrated by one U.S. institute's distance learning initiative with a group in South Korea., (© 2015 by the American Psychoanalytic Association.)

Some older members of the Boston Psychoanalytic Society remarked that in the 1950s and 1960s there was a group of prominent women analytic leaders at BPSI. They were training analysts, writers, and teachers active in the society and in the community. They were succeeded primarily by men. The question arose Was that an expression of "the war on women"? This paper explores and discusses this question. Although there were some expressions of resentment at being "dominated" by women, the answer appears to be more complex. For various reasons there was not a group of younger women available to move into this role at that time. The reasons for this are described--including the need for a medical degree for psychoanalytic training, the cultural postwar pressures in the United States for women not to work, and the institutional structural problems making it difficult for women candidates, such as ambivalence about pregnancy and the delays in changes in theory to enter the curriculum. This made for discrepancies between theory and the experience of candidates. The earlier group of women were mostly trained in Europe and the implications of this are described. In the years when the leadership was primarily male, decisions subtly reflected this.

This exploratory study explored the training and post-training experience of graduates of the Chicago Institute for Psychoanalysis. All living graduates of the past six decades were invited to complete a survey that addressed their training analysis, classroom work, supervision and other training experiences as well as their degree of post-graduation involvement in teaching, supervising, study groups and other professional endeavors. They were also asked to rate their sense of themselves as psychoanalysts and their satisfaction with their analytic career. Further, they were encouraged to provide spontaneous narrative data. Our findings contribute to the current understanding of the careers of psychoanalysts--including that there is a difference in generational cohorts regarding professional satisfaction, identification as an analyst, and experience of training. We also found that there are no real differences between analysts who do and do not have analytic patients on some important variables: supporting analysis as a treatment method, identifying oneself professionally with psychoanalysis, and disillusionment with psychoanalysis--which is consistent with other studies. Also discovered were differences between male and female analysts' perception of certain aspects of their training., (Copyright © 2014 Institute of Psychoanalysis.)

Teaching professional ethics in psychoanalytic institutes begins with two assumptions: (1) Students learn not only a code of ethics, they learn to develop their inner ethicist. (2) Institutes do not "train" students to become versed in a professional discipline, institutes educate, so students acquire a complex range of knowledge, developing intellectually and emotionally. Studying professional ethics begins with questions concerning freedom, free will, and responsibility, allowing students to contemplate emotionally charged topics: power politics, collegial relationships, organizational malfeasance, and boundary violations. Another area of concern involves the ability to observe and manage countertransference. Another related theme is trust: trust in supervisors, training analysts, instructors, and one's own ability to process countertransference. Processing countertransference is a necessary ethical obligation. Instructors need to be aware of the emotional stresses involved in studying professional ethics, particularly in discussions of sexual boundary violations. Students developing an ethical stance can enhance creativity in psychoanalytic work.

This paper briefly reviews challenges to psychoanalysis at this time, including those derived from both external, societal origins and internal psychoanalytic problems. It focuses attention on serious conflicts around psychoanalytic education, and refers to the training analysis system as a central problem determining fundamental constraints on present-day psychoanalytic education. These constraints are examined in some detail, and the general advantages and disadvantages of the training analysis system are outlined. The effects of all these dynamics on the administrative organization of the American Psychoanalytic Association are explored, and a proposal for a fundamental reorganization of our educational system to resolve the correspondent problems is outlined.

What is signature pedagogy in psychoanalytic education? This paper examines that question, considering why psychoanalytic supervision best deserves that designation. In focusing on supervision as signature pedagogy, I accentuate its role in building psychoanalytic habits of mind, habits of hand, and habits of heart, and transforming theory and self-knowledge into practical product. Other facets of supervision as signature pedagogy addressed in this paper include its features of engagement, uncertainty, formation, and pervasiveness, as well as levels of surface, deep, and implicit structure. Epistemological, ontological, and axiological in nature, psychoanalytic supervision engages trainees in learning to do, think, and value what psychoanalytic practitioners in the field do, think, and value: It is, most fundamentally, professional preparation for competent, "good work." In this paper, effort is made to shine a light on and celebrate the pivotal role of supervision in "making" or developing budding psychoanalysts and psychoanalytic psychotherapists. Now over a century old, psychoanalytic supervision remains unparalleled in (1) connecting and integrating conceptualization and practice, (2) transforming psychoanalytic theory and self-knowledge into an informed analyzing instrument, and (3) teaching, transmitting, and perpetuating the traditions, practice, and culture of psychoanalytic treatment.

The author's orientation to psychoanalytic education blends its subjective and objective ways of knowing, its cognitive and experiential aspects. Lear's (2003) definition of psychoanalysis as a subjective category contextualizes psychoanalytic teaching as a lived-out demonstration of its conceptual learning and generates a confident humility in how teachers express theoretical content. The author emphasizes teachers' gut-level psychological impacts on candidates, and the value of teachers conveying psychoanalytic knowledge as an internalized expression of their personal experience and meaning (identification), while simultaneously maintaining an objective perspective. A literature review of psychoanalytic education and discussion of Stanislavski's (1936, 1949) dramatic acting "Method" clarifies the author's pedagogy.

Psychoanalytic supervision is moving well into its 2nd century of theory, practice, and (to a limited extent) research. In this paper, I take a look at the pioneering first efforts to define psychoanalytic supervision and its importance to the psychoanalytic education process. Max Eitingon, the "almost forgotten man" of psychoanalysis, looms large in any such consideration. His writings or organizational reports were seemingly the first psychoanalytic published material to address the following supervision issues: rationale, screening, notes, responsibility, supervisee learning/personality issues, and the extent and length of supervision itself. Although Eitingon never wrote formally on supervision, his pioneering work in the area has continued to echo across the decades and can still be seen reflected in contemporary supervision practice. I also recognize the role of Karen Horney-one of the founders of the Berlin Institute and Poliklinik, friend of Eitingon, and active, vital participant in Eitingon's efforts-in contributing to and shaping the beginnings of psychoanalytic education.

In recent decades the psychoanalytic perspective has been increasingly marginalized in medical school education. This has been driven by political tides, competition with neuroscience education, shifting practice models, and the dominance of an evidence-based perspective. The costs both to medical trainees and to the field of psychoanalysis are considerable. Reasons are presented for why academic psychiatry departments might be motivated to integrate more psychodynamic training into basic medical education and for why organized psychoanalysis might have an interest in developing a greater presence in medical schools. Various formats are discussed in which psychoanalytic theory and technique might effectively be introduced. Finally, broader strategies are proposed for addressing students and their developmental needs such that resistances to learning psychodynamics are reduced.

An overview of the life and work of Theodor Reik is presented. Because of the confluence of various personal qualities and circumstantial factors, Reik's contributions to twentieth-century psychoanalysis were significant, varied, and controversial. His major contributions include the following: (1) He demonstrated the critical importance of unconscious guilt and masochism in human affairs, on an individual basis as well as man's social institutions. In effect, all neuroses have underlying unconscious guilt and punishment issues. (2) He emphasized that the mission of the analyst is to create an intimate clinical relationship with the patient by utilizing his or her (the analyst's) unconscious in concert with the unconscious of the patient. (3) In establishing the National Psychological Association for Psychoanalysis in 1948, Reik became the father of nonmedical psychoanalytic training in America. (4) Over a thirty-year period after his arrival in New York City in 1938, Reik published over twenty books on psychoanalysis, Reikian style. The most read and influential was Listening With the Third Ear (1948). As a result, Reik became America's primary educator of psychoanalysis.

I advocate in this article for supervision to provide a frankly psychoanalytic (i.e. psychotherapeutic) experiential encounter for the supervisee, and the stipulation that it convey experientially the very idiom it is intending to impart. I contend that the psychotherapeutic and experiential potentials of psychoanalytic supervision have often been prescriptively delimited, to the detriment of its participants' potential transformations and evolutions as psychoanalysts and persons. I address some of the unique contributions interpersonal psychoanalytic theories offer in support of conducting psychoanalytic supervision in terms of my suggested modifications.

Analytic work is loved and hated. Both attitudes deserve scrutiny, but the analyst's hatred of analysis, which transcends countertransference responses to individual patients, represents an impediment to gratifying analytic work whose recognition and conceptualization has been resisted. The author suggests that antipathy among analysts toward analysis and the analytic situation is normative and expectable, yet commonly experienced as shameful. He speculates that it is sometimes disavowed and projected. Training institutes might inadvertently foster this sense of shame rather than promote its working through. The recognition that analytic identity functions as both a loving and a persecutory internal object has implications for psychoanalytic education and practice., (© 2013 The Psychoanalytic Quarterly, Inc.)

In 2003 the Columbia Center for Psychoanalytic Training and Research began a prospective study of graduates designed to both describe and understand their professional trajectory. The study has two components: a quantitative component based on an anonymous comprehensive questionnaire given analysts yearly starting with their graduation, and a qualitative component comprising analyst interviews beginning at the end of the first postgraduate year and repeated every two years. Analysis of the first six years of the qualitative study shows that analysts will talk openly about their practice and careers and that when they do, practical issues are a dominant concern. Analysts both immersed and not immersed in four-times-weekly analytic cases experiment with adapting skills developed in training to treat cases in analysis seen less frequently. Analysts without four-times-weekly case immersion are engaged in analytic careers, participate as faculty at the institute, and report a high degree of career satisfaction. The major findings of this study compel changes in psychoanalytic training programs. The field would do well to address actual clinical practice experience in institute curricula and training programs, thus making analytic training more relevant.