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This paper is based on the combined experiences of faculty who attended two courses given at the Center for Modern Psychoanalytic Studies by Dr. Phyllis W. Meadow, Dean of Research, in the Fall of 1991 and Spring of 1992, “Teaching Research and Supervision.” As part of their training as research supervisors, the faculty—with Dr. Meadow at the helm—worked for both semesters on the preparation of a detailed and comprehensive research manual designed to assist students in the writing of research proposals and final projects (a requirement for graduation from some modern psychoanalytic institutes). To that end, the class (composed of more than 25 members) functioned as an oversized drafting group. In the second semester, faculty were also asked to prepare their own research proposal, following the Center's philosophy that the best form of learning is experiential.
The research orientation at the Center has primarily had clinical work at its core, based on Freud's approach and defined as “any line of investigation that takes transference and resistance as its line of departure.” Modern analysts expanded the Freudian framework to include treatment of narcissistic disorders (deemed untreatable by Freud), for which purpose a theory of treatment and technique was developed starting in the forties with the work of Hyman Spotnitz and continued to the present time by his students and colleagues, as the publication of this journal since 1976 bears witness.
Research has occupied a place of major importance, particularly