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Tip: To sort articles by year…

PEP-Web Tip of the Day

After you perform a search, you can sort the articles by Year. This will rearrange the results of your search chronologically, displaying the earliest published articles first. This feature is useful to trace the development of a specific psychoanalytic concept through time.

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

(2003). Follow-up Questions. Psychoanal. Dial., 13(3):429.

(2003). Psychoanalytic Dialogues, 13(3):429

Follow-up Questions Related Papers

(1)  A two-person perspective on the clinical psychoanalytic situation suggests that the analyst's character will inevitably affect the patient and contribute to the nature of transference. If one assumes that the training analysis cannot eliminate this sort of influence of the analyst on the patient, do you believe that clinical training, aside from personal analysis, ought to help candidates learn how to make good analytic use of the way their characters affect their patients? If so, how might such training be accomplished?

(2)  It has been suggested that, in the face of the current diversity of theory in psychoanalysis, candidates ought to be trained in how to evalute theories. For example, candidates might be trained to consider what the implications of a given perspective are for: the nature of pathology, the mechanisms of therapeutic action, the nature of transference and countertransference, technique, and so on. (Please feel free to add your own ideas about implications.) Candidates might be trained in how one evaluates such implications of a theoretical point of view both in general terms, and in the light of one's treatment goals with a particular patient.

[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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