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The coming changes in psychoanalytic education: Part II.
1Personality Disorders Institute, The New York-Presbyterian Hospital, Westchester Division 21 , Bloomingdale Road, White Plains, NY 10605, USA. okernber@med.cornell.edu
The International Journal of Psycho-Analysis
|January 25, 2007
Summary
This study proposes improvements for psychoanalytic education, focusing on curriculum, institute governance, and university-research collaboration. It offers concrete changes for training, admissions, and accreditation processes.
Area of Science:
- Psychoanalytic Education
- Psychotherapy Training
- Clinical Psychology
Background:
- Contemporary psychoanalytic education faces challenges.
- Part I addressed training analysis and supervision.
- This paper continues the analysis with further proposals.
Purpose of the Study:
- To present concrete proposals for enhancing psychoanalytic education.
- To address curriculum, governance, and university-industry relations.
- To refine admission, progression, and accreditation.
Main Methods:
- Analysis of current psychoanalytic training models.
- Development of specific recommendations for educational structures.
- Focus on systemic and administrative aspects of psychoanalytic institutes.
Main Results:
- Detailed proposals for curriculum and teaching reform.
- Recommendations for improved governance and societal integration of institutes.
- Suggestions for optimizing student progression and certification.
Conclusions:
- Implementing proposed changes can strengthen psychoanalytic education.
- Reforming educational structures is crucial for scientific development.
- A comprehensive approach to training, governance, and accreditation is needed.
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