Annual Report

In reviewing the year's work we have turned our attention toward a closer coordination of the three main parts of the training program. We are thinking more comprehensively and also more concretely in terms of true educational goals—specifically correlating the student's personal development, his greater freedom and spontaneity, and his becoming an active and productive professional worker.

These concerns have hitherto been implicit factors in the total plan of study, and are now explicitly in the foreground of our planning. They are expressed concretely in the standards of performance, progress, and achievement now in operation. We are out not only for the student's learning what is offered in the formal course of study, but also for his developing more self-reliance, freer access to his own resources, fuller use of his capacities and drawing more on his own efforts. When difficulties are in evidence, such as limitations in work and disturbances in human relations, as shown during participation in courses and in supervised analytic work, these difficulties are referred to the student's personal analyst. This aims at his becoming more effective in work through better human relations with colleagues, instructors, and patients, together with the practical application of psychological knowledge. Thus within the training period, this closer correlation of the personal analysis with other phases of the work unifies the program, improves the prospect of unified personal and professional development, and in the long run, we believe, will lead to further advances in psychoanalytic theory and practice by well-trained workers.

In order to further these broad educational aims, the following policies are in effect: to allocate responsibility equally to instructors and candidates for the value and success of a course; to stimulate active participation by candidates in discussions and in contributing material in seminars; to require term papers in those courses in which there is in