Customer Service | Help | FAQ | PEP-Easy | Report a Data Error | About
:
Login
Tip: To sort articles by Rankā€¦

PEP-Web Tip of the Day

You can specify Rank as the sort order when searching (it’s the default) which will put the articles which best matched your search on the top, and the complete results in descending relevance to your search. This feature is useful for finding the most important articles on a specific topic.

You can also change the sort order of results by selecting rank at the top of the search results pane after you perform a search. Note that rank order after a search only ranks up to 1000 maximum results that were returned; specifying rank in the search dialog ranks all possibilities before choosing the final 1000 (or less) to return.

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

Olds, D.D. (2000). New York (Columbia Center for Psychoanalytic Training and Research). Neuropsychoanalysis, 2(2):289.

(2000). Neuropsychoanalysis, 2(2):289

New York (Columbia Center for Psychoanalytic Training and Research)

David D. Olds, M.D.

In this report I would like to share some of our experience in developing our course in interdisciplinary studies, a course given to the candidates in their fourth year. It may be helpful to others who contemplate such a course to consider the response we have received over the years we have been changing and expanding the course.

One change that we have noted is that such studies have become more acceptable as useful aspects of the underpinnings of psychoanalytic theory. We seem to be seeing a generational shift. Six years ago we introduced a series of 15 sessions in the fourth year “theory track.” It was greeted with very mixed responses, many hostile. A majority of evaluations were explicit in complaining that this material from the biological and neural sciences deserved no part in a psychoanalytic curriculum.

To be fair, our early teaching methods needed improvement. We tended to focus on neural science per se, similarly to the way it is done in medical school, with the expectation that the students will integrate it into their clinical thinking. And, we tried to impart too much unfamiliar information.

Over subsequent years we have tried to provide less overload and to integrate the material with clinical issues and experiencenear phenomena. For instance, we spend more time on the types of memory and their relation to transference, trauma, and repetition compulsion, and less on hippocampal anatomy. Responses have become more positive. There is still skepticism, and there are sometimes complaints when we wander too far from the clinical, but in general the response is much more positive and the class discussions quite interesting and lively.

[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 © 2020, 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.