Deborah L Cabaniss
Datos Biográficos
| ID | 5211501 |
|---|---|
| NOMBRE | Deborah L Cabaniss |
| NOMBRES | Deborah L |
| APELLIDO | Cabaniss |
| FIRMA | CABANISS D L |
| AFILIACIONES | Columbia University |
| ORCID | 0000-0002-5459-9800 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAS | 88 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1994 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 6 |
The Columbia Academy for Psychoanalytic Educators
The Columbia Academy for Psychoanalytic Educators supports graduate analysts’ professional development at the Columbia University Center for Psychoanalytic Training and Research. In 2018, a pilot program was launched for faculty interested in analyzing and supervising candidates, whose aim is to support and educate those interested in taking on these essential training functions. The focus is on educating the educators, which is a significant dep…
Emergency Remote Training in Psychoanalysis and Psychotherapy
The Covid-19 pandemic and the social distancing required to combat it have set in motion an experiment in psychoanalytic education of unprecedented scope. Following an abrupt shift from in-person study to remote classes, supervision, clinical work, and training analyses, the Columbia University Center for Psychoanalytic Training and Research polled its psychotherapy and psychoanalysis trainees to assess their initial experience of remote training…
Beyond Progression
Research over several decades has identified significant problems with the progression model—the traditional approach to assessment and advancement of psychoanalytic candidates—including candidates’ anxiety and uncertainty about the methods and fairness of their assessment, avoidance of conflictual issues with patients in order to keep cases, and reluctance to share their challenges with supervisors and advisors. In light of these findings, the C…
Three Problematic Assumptions about Psychoanalytic Education
Teaching Psychodynamics in the Twenty-First Century
A lack of clarity in psychoanalytic education has negatively affected the educational experience of candidates now in training and makes it difficult for prospective candidates to understand the field. Three basic educational concepts—learning objectives, operationalizing, and adult learning theory—can help psychoanalysts teach and assess their students in a clearer, more objective way. Using these concepts has broad implications for both psychod…
Selectively Questioning Orthodoxies
The Training Analyst
The Multi-Center Assessment Project (Map)
The Training Analyst
Although the literature has stressed that the training analysis should be identical to a nontraining “therapeutic analysis,” it was hypothesized that differences do exist between the two, particularly with respect to educational aims. Candidates at the Columbia University Center for Psychoanalytic Training and Research were sent anonymous questionnaires and asked to identify aims they felt were being achieved in the training analysis and to ident…
I Write to Know What I Think”
The four-year writing curriculum of the Columbia Center for Psychoanalytic Training and Research has as its main objective to teach candidates to learn about analysis through writing. Learning to write about analyses ultimately entails learning to clarify and then express how one thinks and functions as an analyst. Since its inception ten years ago, the program has evolved into its current structure, a stepwise approach through the years of candi…
Mapping the Macroprocess
Over several years of teaching psychoanalytic case writing to advanced candidates at the Columbia University Center for Psychoanalytic Training and Research, instructors noticed that while students can often learn to write convincingly about the moment-to-moment work in the analysis— the microprocess—it is often quite difficult for them to understand and convey a sense of the longitudinal movement of the case over time—the macroprocess. To redres…
The Aim of the Training Analysis
Although the training analysis is considered by many to be the most important element of a candidate's analytic training, its aim remains unclear. Some think of the training analysis as being a strictly therapeutic tool, while others assign it a more frankly educational role. This paper reviews the literature on this topic from Freud to the present, discusses the problems that lack of clarity about the aim of the training analysis generates for p…
Conducting Analysis After September 11
The September 11, 2001, terrorist attack on the World Trade Center profoundly affected the population of New York City, including analysts and analysands. To study the effect of this event on the technique of psychoanalysts conducting ongoing analysis during the weeks after 9/11, confidential questionnaires were sent to all candidates and faculty at the Columbia University Center for Psychoanalytic Training and Research. Respondents indicated tha…
The Impact of Graduation From Psychoanalytic Training
To examine candidates' experience of graduation from psychoanalytic training, 1997—2001 graduates of the Columbia University Center for Psychoanalytic Training and Research were sent a confidential questionnaire about their first year after analytic training. Of this group, 72 percent (23/32) returned the survey. Questions focused on the impact of graduation on time availability, net income, professional advancement, and sense of personal and pro…
Psychoanalytic Practice in the Early Postgraduate Years
As a pilot investigation for a longitudinal study of psychoanalytic careers, a survey was conducted of analysts who graduated during the last fifteen years from the Columbia University Center for Psychoanalytic Training and Research. Graduates were asked to describe both their analytic practice and their interest in pursuing appointment as training and supervising analysts. The 23-item questionnaire was completed by 67 of 102 potential respondent…
Candidate progression in analytic institutes
This study documents the criteria for graduation and for awarding credit for training cases used by thirteen institutes of the American Psychoanalytic Association (APsA). At the time of this study, these thirteen institutes were training 63% of all candidates enrolled at institutes of the APsA. Questionnaires were sent to the progression committee chairperson (PCC), a junior candidate and a senior candidate, and a recent graduate at each institut…
Candidate progression in analytic institutes
This study documents the criteria for graduation and for awarding credit for training cases used by thirteen institutes of the American Psychoanalytic Association (APsA). At the time of this study, these thirteen institutes were training 63% of all candidates enrolled at institutes of the APsA. Questionnaires were sent to the progression committee chairperson (PCC), a junior candidate and a senior candidate, and a recent graduate at each institut…
The Columbia Supervision Project
Anonymous questionnaires were sent to all candidates and supervisors at the Columbia University Center for Psychoanalytic Training and Research (hereafter “Columbia”). Questions focused on the four domains most emphasized in the literature on supervision: logistical issues; the “teach or treat” question; the evaluatory function of the supervisor; and the affective experience of supervision. By coding the questionnaires, anonymity of respondents w…
The Impact of Psychoanalytic Values on Transference and Countertransference
In transcultural psychoanalytically oriented treatments, the therapist must consider differences between the cultures of origin of both patient and therapist. The therapist also must be aware of a third relevant culture that affects the patient-therapist dyad: the psychoanalytic culture. The effect of the psychoanalytic culture and its values on the development of transference and countertransference is illustrated in three clinical vignettes fro…
Candidate progression in analytic institutes
This study documents the criteria for graduation and for awarding credit for training cases used by thirteen institutes of the American Psychoanalytic Association (APsA). At the time of this study, these thirteen institutes were training 63% of all candidates enrolled at institutes of the APsA. Questionnaires were sent to the progression committee chairperson (PCC), a junior candidate and a senior candidate, and a recent graduate at each institut…
Psychoanalytic Practice in the Early Postgraduate Years
As a pilot investigation for a longitudinal study of psychoanalytic careers, a survey was conducted of analysts who graduated during the last fifteen years from the Columbia University Center for Psychoanalytic Training and Research. Graduates were asked to describe both their analytic practice and their interest in pursuing appointment as training and supervising analysts. The 23-item questionnaire was completed by 67 of 102 potential respondent…
The Columbia Supervision Project
Anonymous questionnaires were sent to all candidates and supervisors at the Columbia University Center for Psychoanalytic Training and Research (hereafter “Columbia”). Questions focused on the four domains most emphasized in the literature on supervision: logistical issues; the “teach or treat” question; the evaluatory function of the supervisor; and the affective experience of supervision. By coding the questionnaires, anonymity of respondents w…
The Training Analyst
Although the literature has stressed that the training analysis should be identical to a nontraining “therapeutic analysis,” it was hypothesized that differences do exist between the two, particularly with respect to educational aims. Candidates at the Columbia University Center for Psychoanalytic Training and Research were sent anonymous questionnaires and asked to identify aims they felt were being achieved in the training analysis and to ident…
The Aim of the Training Analysis
Although the training analysis is considered by many to be the most important element of a candidate's analytic training, its aim remains unclear. Some think of the training analysis as being a strictly therapeutic tool, while others assign it a more frankly educational role. This paper reviews the literature on this topic from Freud to the present, discusses the problems that lack of clarity about the aim of the training analysis generates for p…
The Impact of Graduation From Psychoanalytic Training
To examine candidates' experience of graduation from psychoanalytic training, 1997—2001 graduates of the Columbia University Center for Psychoanalytic Training and Research were sent a confidential questionnaire about their first year after analytic training. Of this group, 72 percent (23/32) returned the survey. Questions focused on the impact of graduation on time availability, net income, professional advancement, and sense of personal and pro…
Teaching Psychodynamics in the Twenty-First Century
A lack of clarity in psychoanalytic education has negatively affected the educational experience of candidates now in training and makes it difficult for prospective candidates to understand the field. Three basic educational concepts—learning objectives, operationalizing, and adult learning theory—can help psychoanalysts teach and assess their students in a clearer, more objective way. Using these concepts has broad implications for both psychod…
Mapping the Macroprocess
Over several years of teaching psychoanalytic case writing to advanced candidates at the Columbia University Center for Psychoanalytic Training and Research, instructors noticed that while students can often learn to write convincingly about the moment-to-moment work in the analysis— the microprocess—it is often quite difficult for them to understand and convey a sense of the longitudinal movement of the case over time—the macroprocess. To redres…
Beyond Progression
Research over several decades has identified significant problems with the progression model—the traditional approach to assessment and advancement of psychoanalytic candidates—including candidates’ anxiety and uncertainty about the methods and fairness of their assessment, avoidance of conflictual issues with patients in order to keep cases, and reluctance to share their challenges with supervisors and advisors. In light of these findings, the C…
Three Problematic Assumptions about Psychoanalytic Education
The Multi-Center Assessment Project (Map)
I Write to Know What I Think”
The four-year writing curriculum of the Columbia Center for Psychoanalytic Training and Research has as its main objective to teach candidates to learn about analysis through writing. Learning to write about analyses ultimately entails learning to clarify and then express how one thinks and functions as an analyst. Since its inception ten years ago, the program has evolved into its current structure, a stepwise approach through the years of candi…
Conducting Analysis After September 11
The September 11, 2001, terrorist attack on the World Trade Center profoundly affected the population of New York City, including analysts and analysands. To study the effect of this event on the technique of psychoanalysts conducting ongoing analysis during the weeks after 9/11, confidential questionnaires were sent to all candidates and faculty at the Columbia University Center for Psychoanalytic Training and Research. Respondents indicated tha…
The Impact of Psychoanalytic Values on Transference and Countertransference
In transcultural psychoanalytically oriented treatments, the therapist must consider differences between the cultures of origin of both patient and therapist. The therapist also must be aware of a third relevant culture that affects the patient-therapist dyad: the psychoanalytic culture. The effect of the psychoanalytic culture and its values on the development of transference and countertransference is illustrated in three clinical vignettes fro…
The Columbia Supervision Project
Anonymous questionnaires were sent to all candidates and supervisors at the Columbia University Center for Psychoanalytic Training and Research (hereafter “Columbia”). Questions focused on the four domains most emphasized in the literature on supervision: logistical issues; the “teach or treat” question; the evaluatory function of the supervisor; and the affective experience of supervision. By coding the questionnaires, anonymity of respondents w…
Candidate progression in analytic institutes
This study documents the criteria for graduation and for awarding credit for training cases used by thirteen institutes of the American Psychoanalytic Association (APsA). At the time of this study, these thirteen institutes were training 63% of all candidates enrolled at institutes of the APsA. Questionnaires were sent to the progression committee chairperson (PCC), a junior candidate and a senior candidate, and a recent graduate at each institut…
Candidate progression in analytic institutes
This study documents the criteria for graduation and for awarding credit for training cases used by thirteen institutes of the American Psychoanalytic Association (APsA). At the time of this study, these thirteen institutes were training 63% of all candidates enrolled at institutes of the APsA. Questionnaires were sent to the progression committee chairperson (PCC), a junior candidate and a senior candidate, and a recent graduate at each institut…
Conducting Analysis After September 11
The September 11, 2001, terrorist attack on the World Trade Center profoundly affected the population of New York City, including analysts and analysands. To study the effect of this event on the technique of psychoanalysts conducting ongoing analysis during the weeks after 9/11, confidential questionnaires were sent to all candidates and faculty at the Columbia University Center for Psychoanalytic Training and Research. Respondents indicated tha…
The Impact of Graduation From Psychoanalytic Training
To examine candidates' experience of graduation from psychoanalytic training, 1997—2001 graduates of the Columbia University Center for Psychoanalytic Training and Research were sent a confidential questionnaire about their first year after analytic training. Of this group, 72 percent (23/32) returned the survey. Questions focused on the impact of graduation on time availability, net income, professional advancement, and sense of personal and pro…
Psychoanalytic Practice in the Early Postgraduate Years
As a pilot investigation for a longitudinal study of psychoanalytic careers, a survey was conducted of analysts who graduated during the last fifteen years from the Columbia University Center for Psychoanalytic Training and Research. Graduates were asked to describe both their analytic practice and their interest in pursuing appointment as training and supervising analysts. The 23-item questionnaire was completed by 67 of 102 potential respondent…
The Aim of the Training Analysis
Although the training analysis is considered by many to be the most important element of a candidate's analytic training, its aim remains unclear. Some think of the training analysis as being a strictly therapeutic tool, while others assign it a more frankly educational role. This paper reviews the literature on this topic from Freud to the present, discusses the problems that lack of clarity about the aim of the training analysis generates for p…
I Write to Know What I Think”
The four-year writing curriculum of the Columbia Center for Psychoanalytic Training and Research has as its main objective to teach candidates to learn about analysis through writing. Learning to write about analyses ultimately entails learning to clarify and then express how one thinks and functions as an analyst. Since its inception ten years ago, the program has evolved into its current structure, a stepwise approach through the years of candi…
Mapping the Macroprocess
Over several years of teaching psychoanalytic case writing to advanced candidates at the Columbia University Center for Psychoanalytic Training and Research, instructors noticed that while students can often learn to write convincingly about the moment-to-moment work in the analysis— the microprocess—it is often quite difficult for them to understand and convey a sense of the longitudinal movement of the case over time—the macroprocess. To redres…
The Training Analyst
The Multi-Center Assessment Project (Map)
The Training Analyst
Although the literature has stressed that the training analysis should be identical to a nontraining “therapeutic analysis,” it was hypothesized that differences do exist between the two, particularly with respect to educational aims. Candidates at the Columbia University Center for Psychoanalytic Training and Research were sent anonymous questionnaires and asked to identify aims they felt were being achieved in the training analysis and to ident…
Selectively Questioning Orthodoxies
Three Problematic Assumptions about Psychoanalytic Education
Teaching Psychodynamics in the Twenty-First Century
A lack of clarity in psychoanalytic education has negatively affected the educational experience of candidates now in training and makes it difficult for prospective candidates to understand the field. Three basic educational concepts—learning objectives, operationalizing, and adult learning theory—can help psychoanalysts teach and assess their students in a clearer, more objective way. Using these concepts has broad implications for both psychod…
Emergency Remote Training in Psychoanalysis and Psychotherapy
The Covid-19 pandemic and the social distancing required to combat it have set in motion an experiment in psychoanalytic education of unprecedented scope. Following an abrupt shift from in-person study to remote classes, supervision, clinical work, and training analyses, the Columbia University Center for Psychoanalytic Training and Research polled its psychotherapy and psychoanalysis trainees to assess their initial experience of remote training…
Beyond Progression
Research over several decades has identified significant problems with the progression model—the traditional approach to assessment and advancement of psychoanalytic candidates—including candidates’ anxiety and uncertainty about the methods and fairness of their assessment, avoidance of conflictual issues with patients in order to keep cases, and reluctance to share their challenges with supervisors and advisors. In light of these findings, the C…
The Columbia Academy for Psychoanalytic Educators
The Columbia Academy for Psychoanalytic Educators supports graduate analysts’ professional development at the Columbia University Center for Psychoanalytic Training and Research. In 2018, a pilot program was launched for faculty interested in analyzing and supervising candidates, whose aim is to support and educate those interested in taking on these essential training functions. The focus is on educating the educators, which is a significant dep…
Psychology (18 obras) · Medical education (12 obras) · Medicine (12 obras) · Psychoanalytic theory (11 obras) · Psychotherapy Techniques and Applications (11 obras) · Psychoanalysis (9 obras) · Academic and Historical Perspectives in Psychology (7 obras) · Psychotherapist (7 obras) · Training (meteorology) (5 obras) · Counseling Practices and Supervision (4 obras)