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When I was in analytic training years ago at the Boston Psychoanalytic Society and Institute (BPSI), our monthly academic or scientific meetings were often delivered by well-known outside analysts and discussed by our most senior local training analysts. The usual 200 members in the audience at this large institute were stratified in seating, not by edict but by custom. The training analysts sat up front, then other analyst members, and finally the recent graduates and candidates were in the rear. Over the years much has changed. Now, in a profound shift, the two or three discussants of our esteemed guest lecturers are often candidates, and where we sit is almost random. Increasingly many of our training committee chairs and the members of those committees are analytic graduates, in addition to the training analysts. Analytic trainees and graduates of our three-year Advanced Therapy Program (ATP) have an important voice in our Institute’s and Society’s direction. New opportunities for teaching and leadership are available at an earlier stage. This diffusion of responsibility is a manifestation of changes in how we understand analysis and analytic training. These earlier opportunities are the focus of the articles in this issue.
As candidates and recent graduates have moved to the front rows of the auditorium and have often taken the podium, we have come to see that these highly educated men and women brought with them talents to teach, lead and administrate. Those skills can be amplified and refined, as they are informed by the memories and reflections of our educational forebears. In this issue, analytic educators will write openly and transparently about their special projects, programs and career experiences.
Open writing about what we do as analysts or as analytic educators or leaders of educational programs is rare in our literature. We have been primarily trained in clinical work, and although we have observed how faculty teach in our seminars, other aspects of