Why don't our institutes teach the methodology of clinical psychoanalytic evidence?
One of the most pressing theoretical, therapeutic, and educational problems confronting the advance of psychoanalysis is our confusion about the nature of clinical evidence. There is considerable disagreement among psychoanalysts about how to define evidence. Recently, there has also been a growing tendency toward evidential nihilism, justified by some of the more radical constructivist-narrative views of postmodern epistemology. Two surveys, conducted ten years apart, of all the psychoanalytic institutes recognized by the American Psychoanalytic Association, indicate a continuing and disturbing neglect of this topic in the curricula of our institutes. This paper reports the views of a number of psychoanalytic educators who participated in these surveys and is intended to stimulate discussion about the causes of this critical problem.
Boesky
Dale
D
Dboesky@aol.com
D003479:Curriculum; D006801:Humans; D019359:Knowledge; D001523:Mental Disorders / Q000628:therapy*; D011572:Psychoanalysis / Q000193:education*; D011574:Psychoanalytic Theory; D012106:Research; D012574:Schools