The Dean

Psychoanalysis in its many aspects is in continuing evolution. Our Institute must meet every new situation and plan for its more effective participation in this changing flux. Attentitiveness to our requirements as to personnel and policy, teaching and training, must go hand in hand with an alertness to the evidence of our effectiveness in maintaining our place in the larger context, and insuring its continuance through communicating our unique contributions.

A restatement of long-standing policies is occasionally timely. Among them is the continuing revision of our training program as to the content and conduct of courses. To insure the availability of interested and competent lecturers, we maintain an ongoing teaching-training program. Opportunities are arranged for assisting many different instructors and later to conduct a variety of courses. Instructors become more experienced, better-rounded, find their métier and often suggest new courses and original ways of teaching which in time become part of the curriculum.

The program as to hours of personal analysis and number of supervisions is continually under consideration. A meeting of the training and supervising analysts proved most informative and productive. Although we have always regarded our training analyses as therapeutic, the context in which they begin and proceed reflects differences from that of patients who come on their initiative, solely seeking help for their problems. Training analysts have also become aware of differently experiencing such an analysis by virtue of a candidate being in training and working with patients. In reviewing the history of supervisory work, the shift from the notion of control analysis marked a significant change. The feeling emerged that some other term than supervision might more accurately convey the values in the more mutually holistic exchanges that now obtain. From an initial limited involvement, supervisors now concern themselves more actively with candidates' perso