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[Abstinence of the training analyst]

¹Institut für Sozialpädagogik und Erwachsenenbildung, Universität Berlin.

Zeitschrift Fur Psychosomatische Medizin Und Psychoanalyse

|January 1, 1994

Summary

Different concepts of abstinence impact psychoanalytic training. Sharing an institute between analyst and trainee can hinder transference work, especially when the analyst must question reality.

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Area of Science:

Psychoanalysis
Psychotherapy Training
Clinical Psychology

Background:

The concept of abstinence in psychoanalysis is crucial for effective therapeutic work.
Training analysis, a core component of psychoanalytic education, involves specific considerations regarding abstinence.
The shared institutional environment between training analysts and their analyst-trainees presents unique challenges to maintaining psychoanalytic abstinence.

Purpose of the Study:

To explore how different conceptualizations of abstinence influence the understanding of restrictions in training analysis.
To examine the impact of a shared psychoanalytic institute on the practice of abstinence in the analyst-trainee relationship.
To analyze the specific obstacles that arise from common experiences within the training institute for psychoanalytic work.

Main Methods:

Conceptual analysis of different abstinence theories within psychoanalysis.
Examination of the practical implications of these theories in the context of psychoanalytic training.
Discussion of how shared institutional realities affect transference and countertransference dynamics.

Main Results:

An objectifying abstinence concept suggests real-world experiences impede transference development in trainees.
An interactional abstinence concept highlights how shared environments restrict the analyst's role-taking and boundary management.
A third concept, emphasizing the analyst's self-questioning of reality, finds common institute experiences a significant impediment to working through transference fantasies.

Conclusions:

The definition of abstinence critically shapes the perception of its feasibility in psychoanalytic training.
Shared institutional contexts pose distinct challenges to psychoanalytic abstinence, varying with the conceptual framework employed.
Addressing these challenges is essential for effective transference-focused work in training analysis.

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