References
- Arlow J. (1991). Address to the graduating class of the San Francisco Psychoanalytic Institute. Am Psychoanal 25: 15–21.
- Auchincloss EL (1996a). On teaching psychoanalysis. Presented at the New York Psychoanalytic Institute faculty meeting, 11 March 1996.
- Auchincloss EL (1996b). Psychoanalytic education: Should we change our curriculum? Presented at the William Alanson White Institute, 26 November 1996.
- Auchincloss EL (1997). Report from the curriculum committee 1991–1997. Columbia Univ. Center for Psychoanalytic training and Research (unpublished manuscript).
- Auchincloss EL (2000). Psychoanalytic curriculum: A study in change and the anxiety of influence'. In Changing ideas in a changing world: The revolution in psychoanalysis: Essays in honor of Arnold Cooper, ed. J. Sandler et al. London / New York : Karnac, pp. 65–76.
- Auchincloss EL, Vaughan SC (2001). Psychoanalysis and homosexuality: Do we need a new theory J Am Psychoanal Assoc 49: 1157–86.
- Bayer R. (1981). Homosexuality and American psychiatry: The politics of diagnosis. Princeton , NJ : Princeton Univ. Press.
- Berman E. (2000). Detoxifying the toxic effects of psychoanalytic training. New York City, the Association for Psychoanalytic Medicine, 7 March 2000 (unpublished manuscript).
- Bion W. (1970). The opacity of memory and desire. In Attention and interpretation: A scientific approach to insight in psychoanalysis and groups. London / New York : Karnac, c, 1984.
- Bucci W. (1997). Psychoanalysis and cognitive science: A multiple code theory. New York and London : Guilford Press.
- Chalfin L. (1998). Project 2000: Key issues in psychoanalytic education. Am Psychoanal 32: 12–3.
- Chasseguet‐smirgel J. (1984). Creativity and pervers ion. New York / London : W W Norton and Co.
- Cooper AM (1984). Psychoanalysis atone hundred: Beginnings of maturity. J Am PsychoanalAssoc 32: 245–67.
- Cooper AM (1997). Psychoanalytic education: Past, present and future. Presented at the Association for Psychoanalytic Medicine, 2 November 1997 (unpublished manuscript).
- Cooper AM et al. (1991). Report of the curriculum review committee of the Columbia Center for Psychoanalytic Training and Research, June 1991 (unpublished manuscript).
- Fogel G., Glick R. (1991). The analyst's postgraduate development: Rereading Freud and working theory through. Psychoanal Q LX: 397–425.
- Freud S. (1914). On the history ofthe psychoanalytic movement. S.E. 14: 3–66.
- Gabbard G. (1999). Psychoanalysis andresearch: Future or illusion Int Psychoanal 8: 29–31.
- Gardner H. (1985). The mind's new science: Ahistory of the cognitive revolution. New York : Basic Books.
- Green A. (1996). Whatkind ofresearch for psychoanalysis Int Psychoanal 5: 8–9.
- Gribinski M. (1997). In favour of personal analysis. Training at Association Psychanalytique de France (unpublished manuscript).
- Gunderson J., Gabbard G. (1999). Making the case for psychoanalytic therapies in the current psychiatric environment. J Am PsychoanalAssoc 47: 679–703.
- Kardiner A. et al. (1959). A methodological study of Freudian theory I‐IV. J Nerv & Ment Dis 129: 11–19, 133–43, 207–21, 341–56.
- Kernberg OF (1986). Institutional problems ofpsychoanalytic education. J Am Psychoanal Assoc 34: 799–834.
- Kernberg OF (1996). Thirty methods to destroy the creativity ofpsychoanalytic candidates. Int J Psychoanal 77: 1031–40.
- Kernberg OF (1998). Column ofthe President. Int Psychoanal 7: 6–8.
- Kernberg OF (1999). The President's column: Present, past and future: A view from midpoint. Int Psychoanal 1999, 8: 8–13.
- Kernberg OF (2001). Some thoughts regarding innovations in psychoanalytic education. Presented at IP A executive council meeting, Puerto Vallarta, January 2001 (unpublished manuscript).
- King P., Steiner R. (1990). The Freud/Klein controversies in the British Psycho‐Analytical Society 1941–1945. The New Library of Psychoanalysis, London : Routledge.
- Masur C. (1998). Panelreport: ‘The training analyst system: Assetorliability J Am Psychoanal Assoc 46: 539–48.
- Michels R. (1994). Psychoanalysis enters its second century. Ann Psychoanal 22: 37–45.
- Michels R. (2000). Discussion of ‘Detoxifying the toxic effects of psychoanalytic training’, by Emanuel Berman. New YorkCity, the Association for Psychoanalytic Medicine, 7 March 7 2000 (unpublished manuscript).
- Mchels R. (2001). Training analysts and the psychoanalytic community. Int Psychoanal 9: 18–20.
- Morris J. (1992). Psychoanalytic training today. J Am Psychoanal Assoc 40: 1185–210.
- Olds D., Cooper AM (1997). Dialogue with other sciences: Opportunities for mutualgain. Int J Psychoanal 78: 215–25.
- Rocha barros E.da (1998). Psychoanalysis: The future ofan illusion. Int Psy choanal 7: 28–9.
- Rolland J.C. (1997). Psychoanalyticalinstitution: Avision. IntPsychoanal 6: 17–9.
- Roustang F. (1976). Dire mastery: Discipleship from Freud to Lacan. (Trans. N. Lukacher) Baltimore / London : The Johns Hopkins Univ. Press.
- Thoma H., Kachele H. (1999). Memorandum on a reform of psychoanalytic education. IntPsychoanal 8: 33–5.
- Thoma H., Kachele H. (2000). On the devaluation of the Eitingon‐Freud model of psychoanalytic education. Int J Psychoanal 81: 806–9.
- Torsti M. (1999). Quo vadis psychoanalysis IntPsychoanal 8: 36–7.
- Wakefield JC (1992). Freud and cognitive psychology: The conceptual interface. In The interface of psychology and psychoanalysis, ed. JW Barron et al. Washington , DC : American Psychological Association, pp. 77–98.
- Widlocher D. (1997). Psychoanalysis: Challenges in university and research. International Psychoanalytic Association, Buenos Ares, January, 1997.
- Williams P., Fonagy P. (1999). Significance of medicine, neuroscience and cognition of psychoanalysis. Int Psychoanal: 25–7.
- Williams P., Fonagy P. (1999). Cognitive science: A multiple code theory. New York / London : Guilford Press.