MORNING
9:00:
Welcome
Jane S.
Hall
9:15 -
10:30: Keynote
Panel
Panelists
–
Henry J. Friedman, Theodore J. Jacobs, Paola Mieli
Coffee
Break - 30 minutes
11 -
11:30: Discussion
Kenneth
Eisold
11:30 -
12:00: Audience
Participation
12:00 - 1:30: Lunch
|
AFTERNOON
1:30 -
2:45: Roundtable
Discussion #1
Changes in Theory and Clinical Practice of Psychoanalysis
Moderator: Jonathan House
Discussants: Arnold Cooper (Columbia University Center for
Psychoanalytic Training and Research), Muriel Dimen (New York
University, Postdoctoral Program in Psychotherapy and Psychoanalysis),
Anne Erreich (New York University Psychoanalytic Institute), Craig
Solomon (candidate, Institute for the Psychoanalytic Study of
Subjectivity), Matthew von Unwerth (candidate, Institute for
Psychoanalytic
Training and Research), Nancy Wolf (New York Freudian Society), Arnold
Zinman (Westchester Center for the Study of Psychoanalysis and
Psychotherapy)
Social contexts, patient needs
and clinical practices of psychoanalysis
are changing. Alternatives to the classical couch,
4-times-a-week model have emerged. In your view,
what changes do you see in the clinical practice of psychoanalysis
today and how should these changes affect psychoanalytic education?
In light of changes in clinical practice and theoretical diversity,
what do you consider to be the most central concepts of
psychoanalysis? What do you view as the essential
ingredients of psychoanalytic change and how do or should these affect
the education of psychoanalysts?
Break -
15
mintues
3:00 -
4:15: Roundtable
Discussion #2
Continuity and Transformation of Psychoanalytic Education
Moderator: Arlene Kramer
Richards
Discussants:
Pam Donleavy (C.G. Jung Institute - Boston), Giselle Galdi (American
Journal of Psychoanalysis), Samuel Herschkowitz (New York University
Psychoanalytic
Institute), Michael O'Loughlin (candidate, National Psychological
Association for Psychoanalysis), Lisa Samstag (candidate, William
Alanson White Institute), Caryn Sherman-Myer (National Institute for
the Psychotherapies), Jane Snyder (Boston Graduate School of
Psychoanalysis)
How is the emergence of multiple psychoanalytic theories and
developments in related fields (for example, cognitive science,
neuroscience and infant and attachment research) influencing the
training and formation of a psychoanalyst? What are
your recommendations for changing psychoanalytic education (for
example, curricula, supervisory and control case requirements, and
personal analysis)?
In light of clinical and theoretical diversity what do you consider to
be the most important ingredients (for example, teachers’
attitudes)
for psychoanalytic education? How can we
best educate candidates to prepare for the needs and realities of our
patients in psychoanalysis today (for example, should supervision focus
exclusively on those patients seen 3 or 4 times a week)?
4:15 - 4:45: Closing
Discussion
James Fosshage with
keynote panelists and audience participation
4:45
- 5:00: Closing
Remarks
Arnold
Richards
|
