Research on Psychoanalytic Competence Outline of the project

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

• EPF WP on Education
• Gábor Szonyi, Bien Filet
• Started together with Bernard Barnett

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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.

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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

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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
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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)

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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

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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)

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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)

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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.

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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

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Phase II/b.

• To which extent does a training component
  contribute to achieve different competencies?
  Which training component can supplement a
  deficiency?

• Training components
• Core/unique competencies

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PHASE III.
indicators
Evaluation tools
Core/unique competence
Research findings Research tools
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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
• the moral 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