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The early Center program taught theory with the following emphases: basic psychoanalytic theory, early and late; modern psychoanalysis, introducing the concept of the narcissistic transference and its treatment; and the study of famous cases from the literature. After graduating three classes, we realized that our candidates were weak in the integration of technique with theory. We had developed many fine technicians, and those who were so inclined made up for deficiencies in Center requirements with self-directed reading. We realized that in order to develop future teachers and researchers, we needed to strengthen the Center's theoretical training. A modification of our open-admission policy was suggested, but, on review, we did not find that students from mental health disciplines were doing better than the others in developing themselves as therapeutic instruments. In fact, the unlearning required could, in some cases, be much more complicated where previous training had led to fixed ways of working with patients.
In a study of our student body completed in 1975, we discovered that approximately ten percent of the students came to the Center from the creative arts and other fields distinctly different in content from the mental health sciences. This study was done in preparation for the review of the National Association for the Advancement of Psychoanalysis (NAAP) by the Office of Health, Education, and Welfare, for recognition of NAAP as an accrediting body. We were surprised to find that more research and writing were being done within this group than in our general student population. Of course, government agencies treated this discovery