Over the past century psychoanalysis has gone on to establish
training institutes, professional societies, accreditation
procedures, and models of education, thus bringing into uneasy
alliance all three impossible pursuits. In Impossible Training: A
Relational View of Psychoanalytic Education, Emanuel Berman turns
his attention to the current status and future prospects of this
daunting project.
Berman is ideally suited to tackle the impossibility of
psychoanalytic education. A graduate of two psychoanalytic
institutes, one in Israel and one in America, he has devoted much
of his professional life to psychoanalytic education and the
organizational issues embedded in it. In Impossible Training,
Berman describes the complex emotional and organizational dynamics
of psychoanalytic training. Placing these issues within the context
of major controversies in psychoanalytic history, he shows how
generations of students have either idealized a "proper analytic
identity," which evolves into a persecutory ideal, or rebelled
against these standards. Are such persecuting and infantilizing
trends inherent in analytic training, he asks, or can
psychoanalytic education transcend them through changes in its
structure and rules?
For Berman, the relational and intersubjective trends in
contemporary psychoanalysis call for changes in analytic
supervision, not least of which is heightened attentiveness to the
many relationships that gain expression in the supervisory process.
Envisioned in this relational manner, supervision can become a more
personal experience, less guarded, and more conducive to the
development of a fertile transitional space between supervisor and
supervisee. Anchoring his consideration of the present in the
controversies of the past, Berman concludes by considering the
mission of psychoanalytic educators today: to provide trainees with
the resources to cope creatively with the as yet unknown challenges
of tomorrow.
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