Professional and Personal Development After Psychoanalytic Training: Interviews with Early Career Analysts

2020 ◽  
Vol 68 (2) ◽  
pp. 217-239
Author(s):  
Sabrina Cherry ◽  
Juliette Meyer ◽  
Gregory Mann ◽  
Pamela Meersand
Keyword(s):  
Personal Development ◽  
Early Career ◽  
Columbia University ◽  
Career Trajectory ◽  
Psychoanalytic Training ◽  
University Center ◽  
Realistic View ◽  
Recent Graduates ◽  
Training And Research ◽  
High Level

After analytic training, graduates position their newly acquired identity as “psychoanalyst” in the context of their broader career, contemplating whether to start new analytic cases, adapting their new knowledge base to psychotherapy practice, and deciding how to focus their professional and personal interests going forward. Using questionnaires and interviews, the Columbia Postgraduate Analytic Practice Study (CPAPS) has prospectively tracked the career trajectory of 69 of 76 graduates (91%) from the Columbia University Center for Psychoanalytic Training and Research since 2003. In this paper grounded theory is used to identify developmental themes in interviews with analysts who have been followed for at least ten years. Recent graduates are negotiating the following challenges: developing a sense of competence, navigating relationships with colleagues and former supervisors as situations change and roles shift, transitioning into becoming mentors, and balancing the competing responsibilities of professional and personal life. Disillusionment about aspects of training, analytic practice, analysis as a treatment, institute politics, and the field in general emerges as a stark reality, despite a high level of career satisfaction. Educational recommendations include making career development opportunities available and providing a realistic view of both practice realities and expectations of analytic treatment outcome.

Thinking about Curriculum: An Interdisciplinary Perspective

2018 ◽  
Vol 66 (6) ◽  
pp. 1089-1120 ◽  
Author(s):  
David D. Olds ◽  
Ellen Rees
Keyword(s):  
Curriculum Development ◽  
Curriculum Design ◽  
Columbia University ◽  
Psychoanalytic Training ◽  
University Center ◽  
Interdisciplinary Perspective ◽  
Training And Research ◽  
Mind And Brain ◽  
Ongoing Dialogue

Curriculum development can play a role in preparing future psychoanalysts to participate in ongoing dialogue with colleagues in neighboring disciplines. Curriculum design can be used to encourage an interdisciplinary perspective that helps candidates think about psychoanalytic knowledge in the context of what is known in other disciplines about the functioning of mind and brain. It is possible to teach these complex matters in a way that students find accessible and useful. Exemplars taken from the curriculum designed and taught at the Columbia University Center for Psychoanalytic Training and Research are presented, as are problems encountered with this curriculum and the lessons that have been learned.

Sandor Rado and the Fate of the Berlin Model in New York

2010 ◽  
Vol 12 (1) ◽  
pp. 97-107 ◽  
Author(s):  
W. Craig Tomlinson
Keyword(s):  
New York ◽  
Tripartite Model ◽  
Columbia University ◽  
Focal Points ◽  
Psychoanalytic Training ◽  
University Center ◽  
Psychoanalytic Education ◽  
American Medicine ◽  
Training And Research ◽  
Break Up

This paper examines the influence of the Berlin model on psychoanalytic education in New York through the person of Sandor Rado, who was recruited from Berlin to become the first Education Director at the New York Psychoanalytic Institute in 1931, and later went on to found the Columbia University Center for Psychoanalytic Training and Research. While the basic elements of the so-called tripartite model of psychoanalytic education were adopted in principle in New York prior to Rado's arrival, he had an enormous impact on the development and implementation of that curriculum, while attempting to modify it both theoretically and clinically, and became one of the focal points of the controversies that led to the break-up of that institute. He also sought to expand ties to American medicine and psychiatry and to research in general.

Teaching Psychotherapy to Psychoanalytic Candidates

2018 ◽  
Vol 66 (6) ◽  
pp. 1051-1064 ◽  
Author(s):  
Sabrina Cherry ◽  
Michele Rosenberg ◽  
Eve Caligor
Keyword(s):  
Current Knowledge ◽  
Psychotherapy Research ◽  
Research Literature ◽  
Columbia University ◽  
Psychoanalytic Training ◽  
University Center ◽  
Psychotherapy Practice ◽  
Training And Research ◽  
The Common ◽  
The Relationship

Psychoanalytic institutes have developed a variety of approaches to address the reality that psychoanalytically trained clinicians generally practice more psychodynamic psychotherapy than they do formal psychoanalysis. At the Columbia University Center for Psychoanalytic Training and Research we developed a course for advanced candidates challenging them to integrate what they have learned about doing psychoanalysis during training with their ongoing fund of knowledge about psychotherapy practice. We encourage them to consider how they select treatments and to reflect on similarities and differences between the two modalities with regard to listening, selecting a focus, intervening, and managing the relationship. We also discuss how they approach terminations and how they transition between psychoanalysis and psychotherapy. We selectively use the psychotherapy research literature grounded in the common factors approach in order to update candidates about current knowledge in the field.

scholarly journals Editorial: Contributions to Psychoanalysis and Psychodynamic Psychiatry by Richard C. Friedman (1941-2020)

2020 ◽  
Vol 48 (3) ◽  
pp. 223-233
Author(s):  
Jennifer I. Downey
Keyword(s):  
American Academy ◽  
English Language ◽  
Columbia University ◽  
Psychoanalytic Training ◽  
School Of Medicine ◽  
English Language Journal ◽  
The World ◽  
University College ◽  
Training And Research

As Interim Editor of Psychodynamic Psychiatry, I have the honor to comment on Richard C. Friedman's extraordinary career. At the time of his death in late March of this year, Richard C. Friedman (RCF) had been Editor of the Journal of the American Academy of Psychodynamic Psychiatry and Psychoanalysis for eight years. During that time, the journal was renamed Psychodynamic Psychiatry and became the first English-language journal in the world about psychodynamic psychiatry. At the time of his death, Dr. Friedman was Clinical Professor of Psychiatry at Weill-Cornell School of Medicine and Lecturer in Psychiatry at the Columbia University College of Physicians & Surgeons. He was also on the faculty of the Columbia Center for Psychoanalytic Training and Research and Research Professor at the Derner School of Adelphi University.

scholarly journals Attributes of Society of Genitourinary Reconstructive Surgeons Fellows and Early Career Trajectory of the Recent Graduates

2019 ◽  
Vol 6 (6) ◽  
pp. 381-387
Author(s):  
Nima Baradaran ◽  
Benjamin Cedars ◽  
Andrew J. Cohen ◽  
Jill C. Buckley ◽  
Kurt A. McCammon ◽  
...  
Keyword(s):  
Early Career ◽  
Career Trajectory ◽  
Recent Graduates

Emergency Remote Training in Psychoanalysis and Psychotherapy: An Initial Assessment from Columbia

2020 ◽  
Vol 68 (6) ◽  
pp. 1065-1086
Author(s):  
Justin Richardson ◽  
Deborah Cabaniss ◽  
Sabrina Cherry ◽  
Jane Halperin ◽  
Susan Vaughan
Keyword(s):  
Clinical Work ◽  
Initial Assessment ◽  
Columbia University ◽  
University Center ◽  
Remote Supervision ◽  
Psychoanalytic Education ◽  
Remote Training ◽  
Negative Effect ◽  
Training And Research ◽  
And Training

The Covid-19 pandemic and the social distancing required to combat it have set in motion an experiment in psychoanalytic education of unprecedented scope. Following an abrupt shift from in-person study to remote classes, supervision, clinical work, and training analyses, the Columbia University Center for Psychoanalytic Training and Research polled its psychotherapy and psychoanalysis trainees to assess their initial experience of remote training. Most candidates found the technical aspects of online learning easy and were satisfied with remote training overall. Across all programs, most trainees considered class length and reading load about right and felt their class participation was unaffected, though they found it harder to concentrate. Most found it no harder to start a training case, felt the shift to remote supervision had no negative effect, and were satisfied with seeing their training analyst remotely. Most trainees preferred in-person classes, clinical work, and training analyses to those offered remotely, yet in light of the health risks they said they were less likely to continue training in fall 2020 if in-person work resumed. Trainees suggested several modifications of teaching techniques to improve their participation and concentration in class. These findings’ implications for the debate regarding remote training in psychoanalysis are explored.

The crucible of early career psychiatry

2018 ◽  
Vol 27 (3) ◽  
pp. 245-248
Author(s):  
Lillian Ng ◽  
Richard Steane ◽  
Natalie Scollay ◽  
Stephen Harris ◽  
Jasminka Milosevic ◽  
...  
Keyword(s):  
Collective Learning ◽  
Early Career ◽  
Role Transition ◽  
Career Stage ◽  
Career Trajectory ◽  
Consultant Psychiatrist ◽  
Deep Impact ◽  
Early Stages ◽  
Written Reflection

Objective: To capture the voices of psychiatrists as they reflect on challenges at the early stages of the career trajectory. Method: Early career psychiatrists contributed reflections that identified various challenges in the transition from trainee to consultant psychiatrist. Results: Common difficulties included negotiating role transition and conflict. Specific events had deep impact such as involvement with a patient who had committed suicide. Conclusions: Challenges in the early career stage as a consultant psychiatrist may have lasting or career defining impact. Written reflection is a valuable tool that can impart collective learning, provide validation and engender support among peers.

scholarly journals Valarie Zeithaml: autobiographical reflections

2017 ◽  
Vol 9 (3) ◽  
pp. 264-276 ◽  
Author(s):  
Valarie A. Zeithaml
Keyword(s):  
Personal Development ◽  
Design Methodology ◽  
Chronological Order ◽  
Career Trajectory ◽  
Content Type ◽  
Look Back ◽  
The Subject ◽  
Research Philosophy ◽  
The Right ◽  
Practical Implications

Purpose By examining my personal development and career trajectory, I hope to share some insights into life as an academic. My particular path has contained, as most paths do, twists and turns. As I look back, they all seem somehow related to each other, but they were not all planned. Design/methodology/approach I will discuss my life and career in chronological order, then reflect on my career and research philosophy. I will also discuss several of my most cited articles and how they emerged. Findings I emphasize research that is both academically rigorous and relevant to business. I also show that passion for a subject, even one that is risky and not encouraged by others, has resulted in lifelong interest and inspiration for me. While not appropriate for all because of the risk, I found it worth taking a chance, largely because I was highly inspired by the subject. Practical implications Research that is programmatic has benefits because it allows a scholar to own an area. Also, working with the right co-author teams – sometimes ones where different talents are distributed across the team is effective. Originality/value The story and opinions are mine alone.

Early career development in the public sector: Lessons from a social constructionist perspective

2017 ◽  
Vol 26 (2) ◽  
pp. 43-51
Author(s):  
Todd Bridgman ◽  
Annie De’ath
Keyword(s):  
Social Constructionism ◽  
Meaning Making ◽  
Research Process ◽  
Early Career ◽  
Social Constructionist ◽  
Small Scale ◽  
State Sector ◽  
Recent Graduates ◽  
Context Specific ◽  
Collective Construction

This article explores the contribution a social constructionist paradigm can make to the study of career, through a small-scale empirical study of recent graduates employed in New Zealand’s state sector. A social constructionist lens denies the possibility of an individualised, generalised understanding of ‘career’, highlighting instead its local, contingent character as the product of social interaction. Our respondents’ collective construction of career was heavily shaped by a range of context-specific interactions and influences, such as the perception of a distinctive national identity, as well as by their young age and state sector location. It was also shaped by the research process, with us as researchers implicated in these meaning-making processes. Social constructionism shines a light on aspects of the field that are underplayed by mainstream, scientific approaches to the study of career, and therefore has valuable implications for practitioners, as well as scholars.

scholarly journals Learning to Thrive: Building Diverse Scientists’ Access to Community and Resources through the BRAINS Program

2016 ◽  
Vol 15 (3) ◽  
pp. ar49 ◽  
Author(s):  
Cara Margherio ◽  
M. Claire Horner-Devine ◽  
Sheri J. Y. Mizumori ◽  
Joyce W. Yen
Keyword(s):  
Professional Development ◽  
Sense Of Belonging ◽  
Development Program ◽  
Weak Sense ◽  
Early Career ◽  
Mentoring Relationships ◽  
Informal Networks ◽  
Career Trajectory ◽  
Early Results ◽  
Long Term Impact

BRAINS: Broadening the Representation of Academic Investigators in NeuroScience is a National Institutes of Health–funded, national program that addresses challenges to the persistence of diverse early-career neuroscientists. In doing so, BRAINS aims to advance diversity in neuroscience by increasing career advancement and retention of post-PhD, early-career neuroscientists from underrepresented groups (URGs). The comprehensive professional development program is structured to catalyze conversations specific to URGs in neuroscience and explicitly addresses factors known to impact persistence such as a weak sense of belonging to the scientific community, isolation and solo status, inequitable access to resources that impact career success, and marginalization from informal networks and mentoring relationships. While we do not yet have data on the long-term impact of the BRAINS program on participants’ career trajectory and persistence, we introduce the BRAINS program theory and report early quantitative and qualitative data on shorter-term individual impacts within the realms of career-advancing behaviors and career experiences. These early results suggest promising, positive career productivity, increased self-efficacy, stronger sense of belonging, and new perspectives on navigating careers for BRAINS participants. We finish by discussing recommendations for future professional development programs and research designed to broaden participation in the biomedical and life sciences.

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