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.

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.

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.

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.

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.

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.

The New York Psychoanalytic Civil War

1991 ◽  
Vol 39 (4) ◽  
pp. 1037-1064 ◽  
Author(s):  
John Frosch
Keyword(s):  
New York ◽  
Medical Center ◽  
Columbia University ◽  
New York University ◽  
York Medical College ◽  
Psychoanalytic Training ◽  
Medical College ◽  
Training Facility ◽  
Downstate Medical ◽  
School Of Medicine

The goal of this contribution is to give an overall survey of the analytic schisms in the New York area from 1934 on. The general background, laying the groundwork for potential schisms, is described. There were several major schisms in the New York area. The first related to Horney's departure from the New York Psychoanalytic Society and Institute. There were multiple splits in this group which eventuated in a psychoanalytic facility at the New York Medical College, as well as the establishment of the William Alanson White Institute. Then there was the establishment of a psychoanalytic training facility at Columbia University, one at the Downstate Medical Center, and another at the New York University School of Medicine. The various factors that played a role in the splits are discussed. Finally, there is a discussion of why psychoanalytic schisms take place.

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