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The latest book published by Otto Kernberg, one of the most creative psychoanalysts over the last several decades, investigates the role and dynamics of psychoanalytic education and highlights internal issues that have, throughout the years, influenced psychoanalytic institutes and societies. It comprises essays written between 1984 and 2014, which allows the reader to gain greater insight into the progression and development of Kernberg’s interests and concerns. The introduction of the term “concern” at the start of this review corresponds to the dominant affective tone of the book. Kernberg lists issues relating to both the Eitingon model and the French model† in psychoanalytic education, as well as problems that go “beyond” education, specifically relating to an internal dynamics within psychoanalytic institutes and societies. These issues are reflected in the titles of some of the chapters in the book reflect, for example “Thirty methods to destroy the creativity of psychoanalytic candidates,” “Symptoms of failure and early efforts to modify psychoanalytic education,” and “Suicide prevention for psychoanalytic institutes and societies.” However, Kernberg’s approach is not merely and necessarily pessimistic. On the contrary, his enthusiasm for psychoanalysis and advocating for its future is recognizable throughout the book, and may serve as an empowering and encouraging attitude to university students, analysts, professors, supervisors, and policy-makers within psychoanalytic institutes.
As postgraduate psychology students, we will present a brief overview of the problems and suggestions that have made the strongest impression on us. We will start with the moments of apprehension, as we have mentioned before. Two sources of concern identified are results of internal struggles related to (1) the issue of power and the role it plays in education and “beyond,” and (2) current challenges in psychoanalytic training programs.
Kernberg cites Roustang and his study of the