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科胡特关于培训分析师挑选的一些想法

zhuyifeng2018-7-18 09:36
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19621119[1]

Since our Committee should be meeting tomorrow to discuss, albeit in a preliminary fashion, what we have learned about the selection of training analysts in the past two or three years, I will put down a few thoughts on paper and attempt to bring some tentative order into my own experiences as a member of the Committee on Teacher Development. .. . 

由于我们的委员会明天会开会讨论——尽管是初步的形式——我们在过去两年或三年已经了解的关于对培训分析师的挑选,我会写下一些想法,试图对我作为教师发展委员会成员的经验做一些临时的整理。

If I am not mistaken the real task (i.e., the usual "impossible" task) is the setting down of those criteria by which we have been guided in our assessment of the people that we interviewed, discussed, and, finally, evaluated. What are these criteria? Or better: what are some of the additional criteria (over and above those that we employ in our usual evaluations of students or of analysts in general) that we used in the assessment of candidates for potential training-analyst status? 

如果我没有弄错的话,真正的任务(即通常的不可能的任务)是设定那些标准,通过这些标准我们能评估我们所面试、讨论并最终评定的人。这些标准是什么呢?或者更好的是:我们在评估潜在的培训分析师身份的候选人中使用哪些附加标准呢(在我们通常对一般学生或分析师使用那些标准之外)?

Let me try to write down a few ideas in this area. I don't claim they are original; I don't claim they are profound; and they probably are nothing more than a statement of the obvious. Yet they may help starting us on the road

让我试着写下这方面的一些想法。我不认为它们是原创性的,我不认为它们是深奥的,它们可能只是一些显而易见的陈述。然而,它们可能会帮助我们开始在路上。

1. The assessment of the integration of Psychoanalysis with the rest of the life of the psychoanalyst. Although difficult to define in detail without much further thought, I put great stock by this criterion. I would be suspicious of the psychoanalytic "fanatic" who has no life, no interests other than analysis, as well as of the analyst to whom psychoanalysis has not become the major absorbing and meaningful occupation of his mature years. There are innumerable variations of "good" integrations of the devotion to the life work as a psychoanalyst and the maintenance of other absorbing interests (be they one's family; social and political interests; art, music or literature; friendships; and the like). What I pay attention to in this area is not only the coexistence of strong interests in analysis and in other areas, but how these areas relate to each other. Is one area strictly isolated from the other, or is there a smooth transition? Is there the ability to remain an analyst (without amateurish analytic parlor games, of course) even outside the walls of the office? Is there the ability to remain a human being inside the office, i.e., the ability to be a true analyst, not an interpretation machine? The interviewing device most of us have used -to see the candidate first in a nonprofessional setting, to chat with him about nonanalytic matters, etc., and then to turn to a direct assessment of his personality without any hedging about the purpose for which this exploration is undertaken-seems to me to be particularly apt to bring out the candidate's assets and defects in this respect. You may remember that the seriousness of the personality disturbance of one candidate who otherwise managed to make a rather good impression became obvious when he was exposed to the task of making the transition from the social atmosphere of the interviewer's dining room to the professional one of the interviewer's study.

1评估精神分析与精神分析师生活的其余部分的整合。虽然没有进一步思考所以很难详细定义,但我想多谈谈这个标准。我会质疑那些没有生活、没有分析以外兴趣的精神分析狂热者,也怀疑那些在其成熟年龄时精神分析还没有成为其首要致力和意义感的职业的分析家。有各种“好”的形式整合精神分析师作为终身职业和保持其他兴趣(家庭、社会和政治兴趣、艺术、音乐或文学、友谊等)。在这方面,我关注的不仅仅是对分析和其他领域共存浓厚兴趣,而是这些领域是如何相互关联的。一个领域是否与另一个区域决然隔离,还是有一个平滑过渡?是否有能力在办公室之外依然保持一个分析师(当然不包括业余分析起居室游戏)?是否有能力在办公室内依然保持一个人,即成为一个真正的分析家,而不是一个解释机器?我们大多数人曾使用的面试方式—在非专业的环境中第一次见候选人,和他谈论非分析性问题等,然后直接对他的人格进行评估,而没有探索目标的限制——在我看来特别易于带出候选人在这方面的资产和缺陷。你可能还记得,一个想要在面试中制造一个好印象的人,当他被暴露于从面试官的餐厅社交性气氛转换到面试官研究的专业气氛的任务时,其人格障碍的严重性就显现出来了。

2. The assessment of the capacity (or perhaps better: of the potential) for an attitude of "wisdom,” specqically in the area of the profession though not, of course, confined to it.Again, this is not a simple criterion. Once one orients one's evaluating and observing functions in this direction, however, it is not as vague and ill-defined as the word "wisdom" would make one suspect. I have in mind, for example, the capacity for humor without being a "wise guy," or the capacity to acknowledge the shortcomings and limitations of psychoana- lysis without sarcasm or hopelessness. If I may be permitted to quote what I said during our most recent Training Analysts Seminar on October 9, 1962, about the same topic in the context of the patient's and analyst's attitude during a "good" termination, I can perhaps help to circumscribe my meaning:…in the termination phase of the analysis, the analyst's knowledge of the patient, and the patient's self-understanding have taken on a coloring of wisdom, i.e., a certain detachment, which, however, is not 'isolation': an acceptance of assets and limitations, of the fact that while not all is solved, and conflicts and problems remain, they are now familiar and can be contemplated withtolerance and composure." 

2.评估一种智慧态度的能力(或更好的词:潜力),尤其在专业领域内,虽然当然不一定限于它。同样,这不是一个简单的标准。然而,一旦人们把评估和观察功能转向这个方向,它就不会像智慧一词那样令人模糊和不明确。我想,例如,幽默的能力,而不是一个聪明人(wise guy,或者承认精神分析的缺点和局限性的能力,而不是讽刺或绝望。如果我可以被允许引用我们在1962109日最新的培训分析师研讨会上所说的话,关于在好的结案期间患者和分析师的态度中的同一主题,也许可以帮助限制我的意思:……在分析的结案阶段,分析者对患者的认识和患者的自我理解,已经产生了一种智慧的色彩,即某种超然(detachment),但不是“隔离(isolation:接受资产和局限,接受不能全部解决、冲突和问题依然存留的事实,但它们现在更被熟识,可以被容忍和镇定地思考。

3. Parental feelings toward students and younger professional colleagues. These should be well sublimated and under the ego's control. There should be no intense need to perpetuate one's aging self through the younger colleagues, no hidden wish to form a "school" of psychoanalysis in one's own image, and the like. Yet, on the other hand, I value positively the recognition that a younger generation must take over, and even the enjoyment of the gradual lessening of the burden of responsibility toward the future of our science as a younger generation reaches professional maturity and competence. 

3.对学生和更年轻同事的父母情怀。这些应该健康升华,能被自我控制。没有强烈的需要通过年轻同事来延续自己变老的自体,没有隐藏的愿望想要形成一个具有自己的形象的精神分析流派。然而另一方面,我也认可当年轻一代达有了专业成熟和能力时,年轻一代必须接手,(老一代)甚至乐于逐步放下对未来科学的责任。

4. Unresolved transferences to (younger) sibling imagoes. Finally, I pay attention to the resolution of the specific transference problems that relate to sibling rivalry, especially those that have led to attitudes of contempt or undue compe- tition toward younger sibling imagoes. I don't look for perfec- tion (as a matter of fact, I am rather suspicious of perfection in this area), but try to gauge the extent of the candidate's awareness about this problem area and whether he is able to avoid the repetition of chronic situations of competition with younger sibling figures. 

4.未解决的对(年轻)同侪意象(imagoes)的移情。最后,我关注与弟妹竞争有关的特定移情问题的解决,尤其是那些导致对弟妹影像的轻蔑或不当的态度。我不期待完美(事实上,我对这个领域的完美有怀疑),但是试着去衡量候选人对这个问题领域的认识程度,以及他是否能够避免重复与弟妹的长期竞争情景。

I don't need to statethat the foregoing doesn't aim at completeness. In practice, it may well happen that, guided by the personality of the particular candidate, we may not follow up any one of the directions described above. But there is no need for further explanations-only the hope that these thoughts may contribute to providing a starting point for our discussions and deliberations. 

显然以上目的不在于完整性。在实践中很可能是,由于特定候选人的人格,我们可能不会遵照上面描述的任何一个方向。但不无需进一步解释——只是希望这些想法有助于为我们的讨论和审议提供一个开始。


[1]This and the following two letters were written in conjunction with a meeting of the Committee on Teacher Development of the Chicago Insti- tute for Psychoanalysis.

这篇和以下两篇信件写于协助芝加哥精神分析协会教师发展委员会的一个会议。《科胡特文集》



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