Customer Service | Help | FAQ | PEP-Easy | Report a Data Error | About
:
Login
Tip: To see translations of this article…

PEP-Web Tip of the Day

When there are translations of the current article, you will see a flag/pennant icon next to the title, like this: 2015-11-06_11h14_24 For example:

2015-11-06_11h09_55

Click on it and you will see a bibliographic list of papers that are published translations of the current article. Note that when no published translations are available, you can also translate an article on the fly using Google translate.

 

For the complete list of tips, see PEP-Web Tips on the PEP-Web support page.

Aguillaume, R. (1993). Explicit and Hidden Objectives of the Process of Training Psychoanalysts. Int. Forum Psychoanal., 2(1):44-46.

(1993). International Forum of Psychoanalysis, 2(1):44-46

Explicit and Hidden Objectives of the Process of Training Psychoanalysts

Romulo Aguillaume, M.D.

To reflect upon psychoanalytical training is to return once more to an ever-present problem. Once again we must question didactic analysis, its characteristics and purposes, the place of Psychoanalysis in society, the psychoanalysis establishment and how it relates to society, and so on. A science “invented by an autodidact” (1), which in 1910 was already pointing to the need for didactic analysis and by 1920, in Vienna and Berlin, had established the first training system, has now become a welter of institutions, theoretical models and barely-comprehensible methods. Another factor to be taken into account when considering psychoanalytical training is that Psychoanalysis is now accepted by society and is present in universities, hospitals, social security, etc. What was once a marginal profession, unrecognized by official institutions, has now attained a status wherein its specific identity is lost within the general concept of psychotherapy.

In this brief space I should like to discuss only two of the many relevant factors. Firstly, the need to maintain a degree of detachment (or “extra-terriotoriality”) (2) in psychoanalytical practice; and secondly the tendency towards enshrinement of the analytical standards. Both aspects point to the need to maintain the specific character of psychoanalytical discourse.

All psychoanalytical societies seem to share the view that didactic analysis is the key element in analytical training, or even the sole means of acquiring psychoanalytical knowledge.

[This is a summary or excerpt from the full text of the book or article. The full text of the document is available to subscribers.]

Copyright © 2021, Psychoanalytic Electronic Publishing, ISSN 2472-6982 Customer Service | Help | FAQ | Download PEP Bibliography | Report a Data Error | About

WARNING! This text is printed for personal use. It is copyright to the journal in which it originally appeared. It is illegal to redistribute it in any form.