Models of the mind: their role in the clinical teaching of psychoanalytic psychotherapy

In acquiring psychoanalytic ideas, psychotherapy trainees are often hampered by preconceptions about what constitutes a psychoanalytic perspective. These preconceptions can even constitute unarticulated models of pathogenesis and cure, which organize how trainees assimilate a supervisor's suggestions. We have identified two such models: the "passive-learning" model and the "cathartic" model. Realizing that trainees are operating under one of these models can help the supervisor to understand many of their errors. A traditional model emphasizing conflict and compromise formation addresses the deficiencies of these models and provides an initial framework for a psychoanalytic understanding of psychopathology and change. Certain guidelines for technique arise from this model: understanding rather than trying to change behavior, attending to the patient's emotional set, and using the therapist's emotional set. We describe one resident's use of the compromise-formation model to overcome an impasse in his treatment of a patient, and discuss some implications for clinical supervision.