Save the Date! The Future Of Psychoanalytic Education: Innovation Preservation: November 16th, 2008
Farkas Auditorium, NYU Medical School
(530-550 First Avenue, New York, NY)
November 16th, 2008: 9 AM – 5 PM
PRELIMINARY PROGRAM SCHEDULE
MORNING
Welcome
Jane S. Hall
Keynote Panel
Panelists – Henry J. Friedman, Theodore J. Jacobs, Paola Mieli
Discussion
Kenneth Eisold
Audience Participation
Lunch
AFTERNOON
Roundtable Discussion #1
Changes in Theory and Clinical Practice of Psychoanalysis
Moderator: Jonathan House
Discussants: Arnold Cooper (Columbia University Center for Psychoanalytic Training and Research), Muriel Dimen (New York University, Postdoctoral Program in Psychotherapy and Psychoanalysis), Anne Erreich (New York University Psychoanalytic Institute), Craig Solomon (candidate, Institute for the Psychoanalytic Study of Subjectivity), Matthew von Unwerth (candidate, Institute for Psychoanalytic Training and Research), Nancy Wolf (New York Freudian Society), Arnold Zinman (Westchester Center for the Study of Psychoanalysis and Psychotherapy)
Social contexts, patient needs and clinical practices of psychoanalysis are changing. Alternatives to the classical couch, 4-times-a-week model have emerged. In your view, what changes do you see in the clinical practice of psychoanalysis today and how should these changes affect psychoanalytic education?
In light of changes in clinical practice and theoretical diversity, what do you consider to be the most central concepts of psychoanalysis? What do you view as the essential ingredients of psychoanalytic change and how do or should these affect the education of psychoanalysts?
Roundtable Discussion #2
Continuity and Transformation of Psychoanalytic Education
Moderator: Arlene Kramer Richards
Discussants: Pam Donleavy (C.G. Jung Institute – Boston), Giselle Galdi (American Journal of Psychoanalysis), Samuel Herschkowitz (New York University Psychoanalytic Institute), Michael O’Loughlin (candidate, National Psychological Association for Psychoanalysis), Lisa Samstag (candidate, William Alanson White Institute), Caryn Sherman-Myer (National Institute for the Psychotherapies), Jane Snyder (Boston Psychoanalytic Society and Institute)
How is the emergence of multiple psychoanalytic theories and developments in related fields (for example, cognitive science, neuroscience and infant and attachment research) influencing the training and formation of a psychoanalyst? What are your recommendations for changing psychoanalytic education (for example, curricula, supervisory and control case requirements, and personal analysis)?
In light of clinical and theoretical diversity what do you consider to be the most important ingredients (for example, teachers’ attitudes) for psychoanalytic education? How can we best educate candidates to prepare for the needs and realities of our patients in psychoanalysis today (for example, should supervision focus exclusively on those patients seen 3 or 4 times a week)?
Closing Discussion
James Fosshage with keynote panelists and audience participation
Closing Remarks
Arnold Richards