Fostering the educational value of candidate evaluation

Abstract

Approaches to fostering the educational value of candidate evaluation are presented, in view of the plethora of intra-psychic challenges that combine with many other complexities of learning to work as an analyst. Four integrally interrelated practices have been found to address sensitivities inherent in candidates' experience of training in general, and being evaluated in particular. When applied in concert, the institute's evaluative process not only becomes more considered, but also better promotes a psychoanalytic attitude and minimizes the intrusion of evaluators' personal responses. The first is defining and employing in synergy criteria for clinical immersion based on demonstration of the development and deepening of an analytic process, as well as the development of psychoanalytic competencies. The second is mandating institute-wide application of guidelines for assessment of progression/graduation that are clearly explicated to all candidates and faculty. The third is transparent and timely communication between candidates and their supervisors and progression advisors regarding progress essential to a sense of collaboration. Fourth the progression review process must be systematic and in-depth, with built-in consultative relationships serving as checks and balances on personal elements. The implementation and educational impact of these practices are considered in the case of one candidate.

Combined Training of Candidates, Scholars, And Psychotherapists: A Model of Psychoanalytic Education for the Twenty-First Century

“…In some institutes, adherence to a particular model of mental functioning or clinical technique becomes an unspoken criterion for advancement, for both faculty and students. A lack of transparency in progression is confounding (Cabaniss et al 2003; Rothstein 2017).…”