Fostering the educational value of candidate evaluation

Datos Bibliográficos

ID8972141
AutoresArden Rothstein (0000-0001-6735-2287, 275 Central Park West, 1C, New York, NY, 10024, USA, autor de correspondencia)
Año2016
Volumen98
Número6
Páginas1641-1668
Fecha de publicación2016-12-15
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaThe International Journal of Psychoanalysis (JOURNAL)
Identificadores de la revistaISSN: 0020-7578 • E-ISSN: 1745-8315
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1111/1745-8315.12613
PMID27966777
OpenAlexW2561463632
IdiomaEN
Citas recibidas5
Referencias citadas22

Approaches to fostering the educational value of candidate evaluation are presented, in view of the plethora of intra-psychic challenges that combine with many other complexities of learning to work as an analyst. Four integrally interrelated practices have been found to address sensitivities inherent in candidates' experience of training in general, and being evaluated in particular. When applied in concert, the institute's evaluative process not only becomes more considered, but also better promotes a psychoanalytic attitude and minimizes the intrusion of evaluators' personal responses. The first is defining and employing in synergy criteria for clinical immersion based on demonstration of the development and deepening of an analytic process, as well as the development of psychoanalytic competencies. The second is mandating institute-wide application of guidelines for assessment of progression/graduation that are clearly explicated to all candidates and faculty. The third is transparent and timely communication between candidates and their supervisors and progression advisors regarding progress essential to a sense of collaboration. Fourth the progression review process must be systematic and in-depth, with built-in consultative relationships serving as checks and balances on personal elements. The implementation and educational impact of these practices are considered in the case of one candidate

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