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Greenson, D.P. (1985). Psychotherapy: Impact on Psychoanalytic Training. Edited by E. D. Joseph & R. J. Wallerstein. New York: International Universities Press. 1982. Pp. 174.. Int. R. Psycho-Anal., 12:240-241.

(1985). International Review of Psycho-Analysis, 12:240-241

Psychotherapy: Impact on Psychoanalytic Training. Edited by E. D. Joseph & R. J. Wallerstein. New York: International Universities Press. 1982. Pp. 174.

Review by:
Daniel P. Greenson

Anyone looking for the answer will be disappointed by this book, but it asks some excellent questions. It presents several thorough, thoughtful attempts to look at the psychoanalytic process and the psychotherapeutic process and how they impact on the analyst and might impact on psychoanalytic education. The two basic questions asked are:

1. Can psychoanalysis and psychoanalytic psychotherapy be usefully defined and differentiated, and if so,

2. Should psychoanalytic psychotherapy be taught as part of an institute's curricula.

The contents of this volume, published under the sponsorship of the International Psychoanalytic Association, comprise the proceedings of the Eighth Conference on Training held in New York City in July of 1979. The first three papers, by Otto F. Kernberg, Joseph Sandler, and David Zimmerman were pre-circulated to all conference members. The fourth, by Leo Stone, was the plenary address. Robert S. Wallerstein chaired the conference and his paper is a summary of the questions before the group. The last two papers by Shelly Orgel and Daniel Wildlöcher, followed two days of small group meetings. These papers summarized the issues raised by the precirculated papers, plenary address, and the group meetings.

Kernberg's paper begins with his attempt to differentiate psychoanalysis and psychoanalytic psychotherapy. He uses Merton Gill's (1954) operational definition of psychoanalysis: 'Psychoanalysis is the establishment of a therapeutic setting which permits the development of a regressive transference neurosis and the resolution of the transference neurosis by means of interpretation carried out by the analyst from a position of technical neutrality'. He then carefully differentiates psychoanalytic psychotherapy from psychoanalysis, demonstrating that psychotherapy is not 'diluted' analysis but rather a 'derived modality'. (Whether or not one agrees, this careful differentiating is Kernberg at his best.) Seeing psychoanalytic psychotherapy and psychoanalysis on a continuum, Kernberg believes both candidate and teacher should have been experienced therapists, and he proposes a systemic teaching of psychoanalytic psychotherapy at an advanced stage of psychoanalytic education.

[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.]

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