DR. DAVIDSON HAS GIVEN us a useful taxonomy of the elements and processes that constitute psychoanalytic education. She has felicitously utilized a developmental viewpoint and outlined specific anxieties, conflicts, and styles of adaptation that correspond to the initial, middle, and terminal phases of training, as well as general considerations that apply throughout. I believe this approach is heuristically valuable, although I have some questions about the general validity of the substantive items she assigns to each phase.

Dr. Lefer's contribution is a wide-ranging commentary on a variety of important aspects of psychoanalytic training, focusing a