Psychoanalysis by the Numbers: What Bearing Does Frequency of Sessions Have on the Education and Training of Child Psychoanalytic Candidates?

IF 0.4 4区心理学 Q4 PSYCHIATRY

Psychoanalytic Study of the Child Pub Date : 2021-12-14 DOI:10.1080/00797308.2021.2006554

Michal Singer

引用次数: 0

Abstract

ABSTRACT In 2018, the IPA and the APsaA changed their training requirements for graduation for child and adolescent candidates. The modified standards permitted constituent societies and institutes who followed the traditional Eitington training model to offer their candidates the choice of treating one or more of their supervised cases at a frequency of 3 times per week, rather than the traditional four or five times per week. Controversy over the issue of frequency had preceded this change and has continued after the change. The author attempts to discuss all sides of the debate, addressing the benefits and the costs of each level of frequency. In the absence of good research on this question, the author asked experienced child analysts and some candidates to weigh in with their experiences and opinions. Some areas of consensus as well as areas of disagreement emerged.

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数字心理分析：课程频率对儿童心理分析考生的教育和培训有什么影响？

摘要2018年，IPA和APsaA改变了对儿童和青少年考生毕业的培训要求。修改后的标准允许遵循传统的艾廷顿培训模式的组成协会和机构为其候选人提供每周3次治疗一个或多个监督案件的选择，而不是传统的每周4或5次。关于频率问题的争论在这一变化之前就已经存在，并且在变化之后仍在继续。作者试图讨论辩论的各个方面，讨论每一级别频率的好处和成本。在对这个问题缺乏良好研究的情况下，作者请经验丰富的儿童分析师和一些候选人权衡他们的经验和意见。出现了一些达成共识的领域和存在分歧的领域。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychoanalytic Study of the Child PSYCHOLOGY, PSYCHOANALYSIS-

CiteScore

0.90

自引率

20.00%

发文量

期刊介绍： The Psychoanalytic Study of the Child is recognized as a preeminent source of contemporary psychoanalytic thought. Published annually, it focuses on presenting carefully selected and edited representative articles featuring ongoing analytic research as well as clinical and theoretical contributions for use in the treatment of adults and children. Initiated in 1945, under the early leadership of Anna Freud, Kurt and Ruth Eissler, Marianne and Ernst Kris, this series of volumes soon established itself as a leading reference source of study. To look at its contributors is to be confronted with the names of a stellar list of creative, scholarly pioneers who willed a rich heritage of information about the development and disorders of children and their influence on the treatment of adults as well as children. An innovative section, The Child Analyst at Work, periodically provides a forum for dialogue and discussion of clinical process from multiple viewpoints.