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This monograph summarizes the presentations and discussions of the second conference on training of the Chicago, Pittsburgh, and Topeka Institutes. The focus of the conference held in 1969 was 'the clinical and educational concerns of the training analyst'. What has been recorded in this monograph provides ample evidence that the conference was well prepared, enthusiastically joined by the participants, and carefully reported. The merit of a conference, as wisely expressed by Jacob Arlow, is best measured by its impact on future development. The reader of the report on this conference will find an abundance of experiences, concepts, and hypotheses which could easily affect future development of himself and/or his institute.
Essentially, the monograph covers two subjects: one, the role of analysts as therapists and educators; and two, the role of conferences in facilitating these functions. The most novel concept applied to both of these subjects is the influence of group processes: as used to transmit knowledge and reduce the stress on new training analysts; as used by experienced training analysts (e.g., through consultation with colleagues) to reduce the strain of information not shared with a candidate; as hypothesized in the functioning of institutes especially in relation to the widespread clashes within institutes; and finally as seen in the running of conferences, including psychoanalytic classes and the meeting described in this monograph.
A presentation by Joan Fleming emphasizes the role of the training analyst as educator, the interrelations of educating and analyzing, and the importance of self-analysis both as an analytic goal and as a useful tool for the individual analyst. A presentation by Arlow describes the inappropriateness of the curriculum of many institutes in that beginning candidates need to know concepts of analytic technique in order to analyze their first case, but they are led astray by almost exclusive exposure to early Freud.
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