Research on Psychoanalytic Competence Outline of the project — Phase I. first results

1. Research on Psychoanalytic Competence Outline of the project — Phase I. first results EPF WP on Education Gábor Szőnyi, Bien Filet* Started together with Bernard Barnett Szőnyi, Filet on PA Competencies Helsinki 2004

2. Starting point: education as a social practice To understand controversies on training we have to make implicit values, thinking, philosophy, models, expectations and practice of education as much explicit, as possible. Among other options competency seems to be a useful, neutral concept. Through it we can relate training practice and values of • psychoanalysis in a narrow sense (psychoanalysis proper, psychoanalysis as IPA/organized psychoanalysis) the internal point of view and • psychoanalysis in a broader sense (psychoanalytic psychotherapies, non IPA psychoanalysis, psychoanalysis invading the helping professions’ practice) the external point of view • and the development of a psychoanalytic career path to each other. Szőnyi, Filet on PA Competencies Helsinki 2004

3. Research phases • List of competencies, looking at coreness and uniqueness – does it work? – completed Data collection at international conferences from analysts, candidates and psychotherapists 2.a. Comparison with other findings of WP – in progress 2.b. Relation of training componentes and different competencies - planned 3. Collection of indicators, assessment tools and research data to the different competencies - planned 4. Competencies and analytic career ( chart of findings) - planned Szőnyi, Filet on PA Competencies Helsinki 2004

4. Phase I. – assessment of competence-list List of competencies assessed as assessed as core competence unique competence comparison of loading of core and unique character of competencies between the different groups Szőnyi, Filet on PA Competencies Helsinki 2004

5. From our findings: Coreness For all respondents all items were central, except Capacity to think with independence in group situation (23) Highly important (first three places) Ability to monitor counter-transference (9) Awareness of transference (8) Awareness of unconscious (1) Szőnyi, Filet on PA Competencies Helsinki 2004

6. From our findings: Corenessnext to most central items were • Empathy (4), toleration of uncertainty (6), openness to own fantasies (14), listening to manifest and latent material simultaneously (20) in the evaluation of analysts • while self-knowledge (22), and the knowledge of psychoanalytic theory (17)in the evaluation of psychotherapists • Evaluation of candidates moved between the two groups Szőnyi, Filet on PA Competencies Helsinki 2004

7. Differences in evaluation • analysts found all competencies more central for analysts, than we saw in the evaluation of psychotherapists. • This difference was most expressed at such competencies as the capacity to maintain a neutral stance (5), to be alone (7), to tolerate anxiety (10), to tolerate intensive emotion (15), to tolerate silence (27), and ethical solidity (26) Szőnyi, Filet on PA Competencies Helsinki 2004

8. From our findings: Uniqueness In the average of all respondents, none of the items fell into the domain of being exclusively specific for psychoanalysts. Were ranked highest • Ability to monitor counter-transference (9) • Awareness of transference (8) • Awareness of unconscious (1) Szőnyi, Filet on PA Competencies Helsinki 2004

9. Special findings • Ability to maintain a neutral stance (5) was seen by psychotherapists as the most specific for analysts, while analysts and candidates gave a middle rank to this competency. • The ability to tolerate silence (27) does not belong to the expressed important items regarding coreness, but was seen as quite unique for analysts by all groups. Szőnyi, Filet on PA Competencies Helsinki 2004

10. Phase II/aComparison with other findings of WP • Competencies explicitly mentioned in Project two „Comprehending analytic education in Europe” • Competencies explicitly mentioned in Project three „Implicit perspectives underlying psychoanalytic education” • Competencies found through content analysis in project three • Project four - Investigating learning processes in psychoanalytic supervision - frame by Tuckett Szőnyi, Filet on PA Competencies Helsinki 2004

11. To which extent does a training component contribute to achieve different competencies? Which training component can supplement a deficiency? Training components Core/unique competencies Phase II/b. Szőnyi, Filet on PA Competencies Helsinki 2004

12. PHASE III. indicators Evaluation tools Core/unique competence Research findings Research tools Szőnyi, Filet on PA Competencies Helsinki 2004

13. PHASE IV. §    “Internal value” of the competency (how analysts and candidates see it) — why am I in the profession, why do I belong to IPA psychoanalysis — „themoral aspect” §  “External value” of the competency (how other psycho-professionals see it) — why would I propose psychoanalysis to a patient; why would I go into a psychoanalytic training; for what could I use it — „the market aspect” Szőnyi, Filet on PA Competencies Helsinki 2004