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Abstract
In this contribution, the authors defi ne and discuss the educational boundary in analytic training, which they believe is an often neglected and useful concept in psychoanalytic education. The framework on which their discussion rests includes the recent attention of psychoanalysts to issues of boundaries and ethics. Their understanding of how clinical work affects the mind of the analyst educator, as well as the ways the personalities of various analysts affect their dealings with faculty peers and students, are the other cornerstones of their discussion. The authors contend that many of the institutional problems encountered in the training of analysts can be better understood when viewed through the prism of the educational boundary. They present examples which illustrate several of the ways psychoanalytic educators complicate the training experience of candidates, offer specifi c explanations as to why analysts struggle as they try to manage their educational interventions, and indicate in a discussion of potential remedies that those behaviors might be avoided if the educational boundary is in focus. They also provide an example of how the educational boundary can be more effectively managed.
1. A previous version of this paper received the Psychoanalytic Education Today Award of the International Psychoanalytical Association (IPA), and was read at the 43rd IPA Congress, New Orleans, Louisiana, USA, March 13,2004.
1. A previous version of this paper received the Psychoanalytic Education Today Award of the International Psychoanalytical Association (IPA), and was read at the 43rd IPA Congress, New Orleans, Louisiana, USA, March 13,2004.
Notes
1. A previous version of this paper received the Psychoanalytic Education Today Award of the International Psychoanalytical Association (IPA), and was read at the 43rd IPA Congress, New Orleans, Louisiana, USA, March 13,2004.