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How can the structure of institutional psychoanalytic training be reconciled with the belief in the highly personal nature of the development of each practitioner's identity as an analyst? Do training and evaluation processes need to recognize and deal with risks to creativity and originality?
How is psychoanalytic education affected by the theoretical diversity that characterizes the contemporary field? Should we be inclusive of the broad range of theories circulating and, if so, how? How do we encourage an intellectual openness to theoretical diversity and foster the capacity to evaluate differing theories comparatively and discriminatingly?
The currently greater emphasis within clinical theorizing on preoedipal development and “maternal transference” parallels the greater representation of women entering training. What is the student-body composition of the training institute with which you are most closely affiliated with regard to gender, age, and discipline? What are the implications of these developments for training? For women analysts? For male analysts?
Attitudes toward sexual orientation are undergoing significant change. How do these changes affect training practices? Does your institute evaluate training applicants and candidates in training with—or without—regard to their sexual orientation? Please describe this aspect of evaluation. Does your institute recognize and attempt to address unconscious homophobia? If so, how?
There has been a growing emphasis on viewing the psychoanalytic process as coconstructed by the patient and the analyst and, within many schools of thought, an increasing interest in helping the candidate “use himself” more in the clinical experience. How do you see the training-salience of self-know-ledge—getting to know the “kind of person one is”—compared with the importance of the candidate's comfort and familiarity with the less tangible experiences of unconscious process, fantasy, analytic space? Has the training analysis been aff