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In the fall of 1992 the Editors sent a questionnaire to a number of experienced clinical educators. We asked these colleagues to respond to one or both of the following questions:
What, in your opinion, is the most difficult aspect of teaching to candidates the clinical skills of psychoanalysis? What pedagogical suggestions would you make to colleagues who experience similar difficulties?
Is it possible for a psychoanalytic candidate to derive a valuable learning experience from work with relatively more disturbed patients whose pathology might predict a stormy or relatively incomplete analysis? If so, are there certain clinical features which you would insist on as irreducibly minimum requirements for cases which are to serve as vehicles for the learning of clinical psychoanalysis?
We received a range of interesting responses to these important questions which we hope will be of value to the reader. To those colleagues whose responses could not be included because of time—space considerations, as well as to those who might be interested in continuing the discussion, we offer the possibility of another section devoted to these questions in a future issue on analytic education.