After having been deeply
involved in psychoanalysis as analysand, student, analyst, training
analyst and supervisor, psychotherapist , administrative assistant
and faculty at an Institute, researcher, writer on psychoanalytic
and psychiatric topics - from the nineteen-fifties until now –
I have long felt the need for a serious discussion in our literature
on two main topics that are usually slighted or even passed over:
first, the relation in psychoanalytic education between student
and supervisor and, second, the collaboration and/or conflict
between two very different psychoanalytic approaches to psychoanalytic
work, namely deriving one’s primary guidance from a commitment
to a theoretical position versus deriving one’s guidance
from one’s attunement to the clinical experiences of both
analyst and analysand. It is therefore with a great deal of anticipation
and also of satisfaction that I welcome Dr. Raubolt’s book
as a most valuable contribution to the literature and development
of psychoanalysis.
There can
be no doubt that the chosen topics of education and supervision
are among the most basic activities in which psychoanalysts and
psychotherapists are engaged. Dr. Raubolt has chosen leading writers
in assembling this outstanding collection of essays discussing
these educational tasks and their associated problems. By presenting
us with such a wealth of ideas and experiences Dr. Raubolt is
helping shape our field to meet the demands of the twenty-first
century.
