Dorn R M
Int J Psychoanal Psychother. 1982;9:691-704.
Training analyses are not the same as other analyses. Simultaneously analyzing and educating complicates matters. Historical events in psychoanalysis confirm this; modest recommendations regarding non-reporting met significant resistance. Training needs and psychoanalysis needs overlap and merge rather than remain distinctly separate. Powerful professional identifications exist, evoking a sense of "parents' rights" and privilege within the training analyst and Education Committee, and abrogation of candidate privilege. Historical cultural factors in the training schools served or serve as social reinforcers, perpetuating pressures to share data. Democratization of training analyst appointment procedures denies manifest training complexities. After graduation, clearly defined steps toward training analyst status should be outlined. These should include criteria for selection, encouragement to apply step-wise procedures to aid further development and sophistication regarding issues described, and dilution of power among many well-qualified training analysts.
培训分析与其他分析不同。同时进行分析和教育会使事情变得复杂。精神分析中的历史事件证实了这一点；关于不报告的适度建议遭到了强烈抵制。培训需求和精神分析需求相互重叠并融合，而不是保持明显的分离。强大的专业认同感存在，在培训分析师和教育委员会中引发了一种“家长权利”和特权感，以及对候选人特权的废除。培训学校中的历史文化因素曾经或现在都是社会强化因素，使分享数据的压力长期存在。培训分析师任命程序的民主化忽视了明显的培训复杂性。毕业后，应该概述获得培训分析师身份的明确步骤。这些步骤应包括选拔标准，鼓励逐步采用程序以帮助在所述问题上进一步发展和完善，并在众多合格的培训分析师之间分散权力。
