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The title of this panel introduces a question that permeates the presentations, reflecting complex tensions with the question of psychoanalytic training online. The topic was the effect of presence or distance analysis on candidate training. We asked: Does teleanalysis differ from in-person analysis, and if so, how, and how may it affect candidate training?
How will core concepts of analytic education, such as transference, resistance, unconscious functioning, regression, free association, use of countertransference, neutrality, and authenticity fare in the new world of training via teleanalysis?
For some, virtual psychoanalytic training is a necessity – imposed by distance, pandemic, or external factors. They see it as a pragmatic adaptation to preserve continuity. For others, the issue is how digital mediation transforms training, supervision, and transmission.
A third perspective raises concerns about a threat to the integrity of psychoanalytic education, worrying that virtual training compromises analytic training.
The panel surfaced these contemporary conflicts. The three presentations addressed the theme of online training from different experiential perspectives.
The panel proposes examining online training within the context of different psychoanalytic training models: Eitingon, French, and Uruguayan. The experiences presented are based on each model and sometimes began during the pandemic. The Uruguayan model was briefly introduced in the discussion by the Chair.
None of the presentations addressed seminars, even though they are a fundamental pillar. The articulation exists among three interconnected spaces: analysis, supervision, and seminars.
Dominique Suchet discussed supervision and the transition from two to three sessions of the patient’s analysis, as an example of resistance. Her presentation belongs to the French model, which differs from other models not only in the number of weekly sessions but also in how it designs the training process. It requires att