The purpose and value of introducing psychoanalytic concepts into the professional education of teachers and school psychologists is discussed. Means of approaching the task are described and examples presented, with special emphasis on the importance of conveying to students an analytic attitude which they can adapt for their own work.As a psychoanalyst with a full-time position for many years on a university faculty, I find that the principles of psychoanalysis inform all my teaching. This article describes and discusses some of the various and complex ways that this happens, and suggests some of the long-term benefits it brings to students.At its best, the educational process in our society has deeply therapeutic implications (Jones, 1960). The effects of any therapeutic potential in the process are compounded when the education involves teaching that prepares teachers, educational support staff, and school psychologists who will then in turn work with youngsters in school during their formative years (Olden, 1960). It therefore seems worthwhile to underscore and to refine our understanding of the psychoanalytic aspects in the content and structure of the training that many psychoanalysts do of school personnel, and to spell out the ways that we ultimately expect that training to affect the schools (Salzberger-Wittenberg, Henry, & Osborne, 1983;Warshaw, 1989). The possibility that we can make a serious impact is a real one, by virtue of the considerable numbers of us in teacher education; for example, many of my colleagues from our psychoanalytic training days are now involved in education, particularly the training of teachers, school psychologists, and other school personnel; and Requests for reprints should be sent to Harriette Kaley,
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