Robert Alan Glick

Datos Biográficos

ID5211599
NOMBRERobert Alan Glick
NOMBRESRobert Alan
APELLIDOGlick
FIRMAGLICK R A
AFILIACIONESFormer Director and a Training and Supervising Analyst at Columbia University Center for Psychoanalytic Training and Research, as well as a Professor of Clinical Psychiatry at Columbia University.
VERIFICADONo
TOTAL DE OBRAS16
TOTAL DE CITAS31
TOTAL COMO AUTOR16
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN1987
AÑO MÁS RECIENTE DE PUBLICACIÓN2024
ÍNDICE H3

  • The Columbia Academy for Psychoanalytic Educators

    Open AccessRuth Graver, Ruth L Graver et al.ARTICLEJournal of the American…2024Referencias: 27

    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…

  • Becoming a Psychoanalyst

    Open AccessRobert Alan GlickARTICLEThe Psychoanalytic Quarterly2014

    Psychoanalytic traininganalytic attitudetherapeutic relationshipemotional engagementanalytic techniquetransferencestorytellingself-examinationanalytic pluralismanalytic processtherapeutic changesupervision

  • Three Problematic Assumptions about Psychoanalytic Education

    Open AccessOtto F Kernberg, Deborah L Cabaniss et al.ARTICLEJournal of the American…2012Citada por: 1Referencias: 5

  • The Development of a Psychoanalytic Outcome Study

    Open AccessSteven P Roose, for the Psychoanalytic Outcome Committee et al.ARTICLEJournal of the American…2012Citada por: 2Referencias: 19

    This article tells the story of the development of an outcome study of psychoanalysis and describes the debate that took place over critical methodological issues. The protocol committee included career psychotherapy researchers who have conducted rigorous outcome studies, clinical psychoanalysts, study methodologists, and a statistician with clinical trial expertise. The committee worked for two years to develop the study design. This project is…

  • Two Surveys

    Open AccessRobert Alan GlickARTICLEJournal of the American…2010

  • Empirical Research, Psychoanalytic Training, and Psychoanalytic Attitudes

    Open AccessRobert Alan Glick, Steven P RooseARTICLEJournal of the American…2009Citada por: 2Referencias: 2

  • Getting Our Ideas Across

    Open AccessRobert Alan GlickARTICLEJournal of the American…2008

  • Writing About Clinical Theory and Psychoanalytic Process

    Open AccessRobert Alan Glick, Gloria Jean SternARTICLEJournal of the American…2008Citada por: 3

    In the Senior Candidate Case Writing Seminar, the final component of the Writing as Pedagogy Program at the Columbia Center for Psychoanalytic Training and Research, candidates write about one of their longer training cases, with attention to the ways they use clinical theory, particularly transference and countertransference, to deepen their understanding of psychoanalytic process and therapeutic action. Building on the previous four years of th…

  • Writing as Psychoanalytic Pedagogy

    Open AccessRobert Alan GlickARTICLEJournal of the American…2008

  • Psychoanalytic Education Needs To Change

    Open AccessRobert Alan GlickARTICLEJournal of the American…2007Citada por: 4

  • Talking about Medication

    Open AccessRobert Alan Glick, Steven P RooseARTICLEJournal of the American…2006Citada por: 4Referencias: 8

    With the increasing use of psychotropic medication concomitant with psychoanalysis, attention must be given to the challenges created by complaints of medication side effects. When confronted with these side effects, analysts may experience specific, uniquely actualized countertransference anxieties that can prompt the abandonment of transference analysis. Particular countertransference fantasies that arise in combined treatments are examined, as…

  • What Are We Doing and Why

    Open AccessRobert Alan GlickARTICLEJournal of the American…2006Citada por: 1

  • Psychoanalytic Education and the New Analyst

    Open AccessRobert Alan GlickARTICLEJournal of the American…2004

  • Idealization and Psychoanalytic Learning

    Open AccessRobert Alan GlickARTICLEThe Psychoanalytic Quarterly2003Citada por: 3Referencias: 8

    Idealization is an intrinsic part of psychological maturation, but it is also a potential barrier to psychoanalytic learning, and must to some degree be outgrown if an analyst is to develop a natural authority and individual style. Unrecognized idealizations stifle analysts' engagement in the transferences of their patients, and so compromise the ability to freely experience and analyze them. Attention to real life and the lessons it teaches coun…

  • The Analyst’s Postgraduate Development—Rereading Freud and Working Theory Through

    Gerald I Fogel, Robert Alan GlickARTICLEThe Psychoanalytic Quarterly1991Citada por: 11Referencias: 2

    The authors believe that important aspects of a psychoanalyst's development can only be accomplished after the completion of training, that potential resistances to learning are not uncommon, and that the first five to ten postgraduate years are critical. A crucial acquisition of this developmental educational phase is a "theoretical identity," a personal theoretical synthesis which requires working through incompletely resolved transferences to …

  • Forced Terminations

    Robert Alan GlickARTICLEJournal of the American Academy…1987

    Forced terminations are common clinical experiences and pose particular challenges and opportunities. They fall into four categories: mutually agreed upon, unilaterally forced by the patient, forced by realistic external circumstances, and unilaterally forced by the therapist. These differing situations are examined and compared, with attention directed to the use of reality as resistance, to the narcissistic injury in forced terminations, and to…