Working Party on Education

1. Working Party on Education Research and Reflection 2000 -2007

2. “Be Real - Dream” (P. Starck)From parallel to interactive play General aims of WP (D. Tuckett) All the working parties aim to work in depth to achieve a deeper understanding between colleagues internationally • to increase the possibility to work in depth • to learn from each other • to develop self-sustaining motivation • to increase the amount of work in small groups • to set and monitor objectives, and • to judge them by their capacity to achieve peer-reviewed publications.

3. Working Party on Education -Specific Aims • The main aim of the WPE is to create a context for deepening reflection and research on the range of models and principles of psychoanalytic education represented within Europe. • Implicit in the projects of the WPE is the conviction that only work based on high psychoanalytic quality can survive. This can be guaranteed if work is constantly monitored by reflection, preferably reflections from new perspectives.

4. Research and Reflection –the Twofold Scheme • Aims of WPE to be achieved through two modes: research and reflection, in respect to: Models and principles of training and transmission of declared aims of training • Research: 5 projects in advanced/final stages 3 new projects in beginning stages research done by WPE 22 members, from 16 EPF countries • Containers-for-reflection: WPE provides opportunities for colleagues to meet in small international working groups with aim of achieving a clinically based exchange toward an evolution of joint thinking.

5. Short History • WPE started working in 2000 as part of the 10 years initiative of the EPF. Representatives from institutes. • First step: literature survey, following the survey - formulation of 3 levels of investigation: From the surface down: from facts about PA education to implicit and to Ucs. aspects of it. This blueprint still guides us. • A major guideline: not to look for what TA should do but who they are and what they actually do. • Mary Target first chair (2000-2003), Gabriele Junkers 2003-2006, Mira E-G, present chair.

6. Literature Survey (M. Target 2001) PA literature deals mostly with • question of limitations of Training Analysis • “Toxic” effects of Pa Institutes • General absence of a coherent and explicit approach to learning and teaching in psychoanalysis, including any attempt to discuss and share the use of what we might already know, from either psychoanalysis or education, about these processes. • WPE zooms on: What happens in the Training and in the Trainers

7. Resistances • Psychoanalytic training, like psychoanalytic theory, is a highly charged emotional issue. Every one has experienced it and has an opinion. • Hence it is not surprising that the work of the WPE caused emotional debates, concerning its aims, approaches and methodologies used.

8. Example: When we inquire whether educational aims were achieved, we have to look at what the explicit and implicit aims of training are. Aims can vary: To help develop competent practicing psychoanalysts. To teach in ways that stimulate the individual’s psychoanalytic creativity and their capacity to contribute to theoretical development. To aim at training those who might communicate and spread psychoanalytic ideas in society, through being influential in mental health institutions, university teaching etc. Other less conscious training aims or less declared aims (e.g. establishing a personal or group of followers). Researching questions like this arouses anxiety and can be considered subversive

9. How do we work? Implementation of vision • “increase the possibility to work in depth to achieve a deeper understanding between colleagues internationally” 5 international teams of research projects that work each in their countries and meet for processing. • “judge them by their capacity to achieve peer-reviewed publications” Lecture at conferences and publish in PA Journals • “set and monitor objectives, develop self-sustaining motivation, learn from each other” Whole WPE group meetings (mainly during EPF, IPA conferences) for updating, consultation and planning projects and events. Special weekend retreats of the group for in-depth reflection on research projects, peer consultation and strategic planning. Once in two years. • Bi-annual reports to EPF Council, to whom we are accountable.

10. Exploring the Elephant: 5 Research Projects Zoom in on the Training and the Trainers

11. I. Who Does What? Factual aspects of training in 27 Societies of the EPF 2. Subjective Opinion and Experience:thoughts, facts and fantasies concerning: selection; the educational process; and qualification 3. Implicit meaning underlying PA Education Aim is to try to make explicit the underlying feelings and conflicts affecting the investment in PA training and the role of being TA. 4. End of training evaluation project developing the clinical thinking on the question: "How do we know that a candidate is ready to graduate". 5. Competencies – What are central and specific competencies of analysts . Questionnaire statistically analyzed Researches vary in methodologies: survey , self-filled questionnaires, in-depth interviews, action-research. Using quantitative/qualitative analysis.

12. “Container for Thinking” Events • End of Training Evaluation Project. Budapest (2003), Berlin (2004, 2005) ,Vienna (2006), Prague (2007) IPAC Berlin (2007) • How do we know that a candidate is ready to qualify?(EPFC 2005, 2006 2007, 2008) • Training Analysts, the first 5 years(EPFC Vilamura 2005, Athens 2006) • Being a training analyst in a pluralistic institute(EPFC Barcelona 2007) • Experiences with the ending process of training analysis(EPFC Vienna 2008) • The last years of work as a training analyst(EPFC Vienna 2008) Over 400 TA participated, many of them in several events thus creating a community of TA interested in reflecting and sharing their experiences. Evidence of implementation in own institute. High registration to these events is evidence for the need to have containers for thinking outside one’s own Institute

13. Where to? • New research projects • Reaching out to the other zones of the IPA • Linking WPE findings with the other WP

14. Members of WPE • Anders Zachrisson ( Norway), Anna DanielsonBerglund (Denmark), Bernard Penot (French), Bien Filet (Holand), David Tuckett (UK), Eike Hinze (Germany), Gabriele Junkers (Germany), Imre Szecsody (Sweden), Joan Schachter ( UK), Leena Klockars (Finland), Majlis Salomonsson Weinberg (Sweden), Maria Theresa Hooke (Australia), Marta Badoni (Italy), Marie France Dispeax (Bergium), Mary Target (UK), Michael Dierks (Austria), Mira Erlich-Ginor (Israel), Nicholas Kouretas (Greece), Szonyi Gabor (Hungary), Ursula Von Goldacker (Germany). • And the Late Emanuele Bonasia and Rina Bar Lev Elieli