THE DIDACTICS OF PSYCHOANALYTIC EDUCATION2

The author first discusses general didactic considerations regarding psychoanalytic education and the teacher‐pupil relationship. He then demonstrates that psychoanalytic education is greatly influenced by the ideal of a liberal education, of which in Germany there is a strong tradition under the name ‘Bildung’. The main characteristics of ‘Bildung’ ‐ as opposed to professional training ‐ are that the objectives remain undefined and there is no attempt to achieve defined and operationalisable professional qualifications. The relationship between teacher and pupil is characterised by authority and trust. A psychoanalytic education by means of a ‘liberal education’ is based upon the assumption that the student should be motivated and supported in achieving competence through a passionate study of the world of psychic reality. Today, however, psychoanalytic education must be seen within a contemporary context that forces us to abandon the ideals of a liberal education, to operationalise the subjects studied and to control the education itself with regard to efficiency and results. These modern demands are the result of a professionalisation which has reached all social professions and from which psychoanalysis also cannot escape. Because of this, it is especially important to reflect on our educational methods and objectives. The author makes several suggestions on this subject. It is to be hoped that psychoanalysis will find its own way, without, on the one hand, losing sight of the special nature of psychoanalytic competence through an over‐hasty adaptation to the process of professionalisation and, on the other hand, without reverting to unquestioned and outdated ideas on education.     

Defining Moments: Catalysts for Professional Development

In this series of papers, 17 genetic counselors describe defining moments, that is, personal experiences or events that led to a further realization of themselves as genetic counselors. These experiences, both positive and negative, describe a significant impact on the authors' professional growth and development. A call for papers was issued through the National Society of Genetic Counselors listserv and through the Journal of Genetic Counseling in 2001. This call resulted in the following 15 papers in which the authors were asked to describe the nature of a defining moment and how it affected their professional identity and practice. The authors provided an account of the experience or event, what it was about the experience that made it a defining moment, how it affected them personally and professionally, and if a defining moment was negative, how they were able to derive positive outcomes. Implications of these defining moments for other genetic counselors are discussed in a concluding paper.     

Continuing Judicial Education: Cognitive Development as Content, Process, and Outcome

The Leadership Institute in Judicial Education curriculum provides an opportunity for judges to learn about and work in areas that are unfamiliar to most of them. Literature on experiential learning, the life cycle, and cognitive development provide a lens through which to examine our personal and professional lives. These three theoretical streams intertwine and compliment each other, serving as a background against which to design continuing education for judges. Experiential learning provides teaching strategies that challenge learners to take in and process information in new ways. Viewing identity, intimacy, and generativity as powerful motivators, a curriculum can be developed that encourages the complexity of thinking that we think is essential if judges are going to deal with the complexities our global society presents to them. This approach serves the instrumental needs of judges, and also promotes development along a scheme such as Perry's.     

中学生社会适应性的理论构建及量表编制

社会适应性是人们适应社会所需要的心理素质。通过开放式调查和理论分析,构建社会适应性的维度：心理优势感、心理能量、人际适应性和心理弹性。据此编制中学生社会适应性量表对1809名中学生的测量结果表明．社会适应性维度及其成分与社会适应性量表具有较好的信度和效度。     

初中优生和差生学习适应性的比较研究

研究采用《学习适应性测验(AAT)》,对初中优生和差生的学习适应性水平进行测查比较,结果表明：初中优生和差生的学习适应性总体上存在着极其显著差异,不同年级的优生之间、不同年级的差生之间的学习适应性也各自存在显著差异,而不同性别的优生和差生的学习适应性不存在显著差异。同时,研究者探讨了差异产生的原因及其影响。     

贫困优秀学生的人格特征研究

本文以关注贫困优秀学生的全面健康发展为目的,以上海市久隆模范中学的贫困优秀学生为被试．采用中小学团体智力量表、SCL-90心理健康自评量表、Y-G人格测验、学习适应性测验四种测查工具,结果发现①贫困优秀学生具有很好的学习潜能,其学习的适应性高、学习的能动性强：②由于长期生活在贫困家庭,贫困优秀学生的心理健康水平较低,其性格也存在一定的缺陷,需要社会、学校给予更多的关心和引导;③对贫困优秀生的健康人格的培养和教育胜于知识的教育,只有一以贯之地予以心理支持方能使其知识、能力、人格和谐地发展。     

Teachers’ reflections of instructional effectiveness: self-assessment through a standards-based appraisal process

This paper explores teachers’ reflections on: (1) self-assessment of their own videotaped lesson using a standards-based appraisal system; (2) comparison to an external reviewer’s evaluation of the same lesson; and (3) effect of the appraisal system on their pedagogical views, professional development, and actual practice improvement. Findings indicate that teachers view the appraisal system as evaluative with little impact on their teaching practice and professional growth. Participating teachers indicated that the self-evaluative reflection process utilized in the study had a greater influence on their professional development than the appraisal system as it is currently structured.     

Moving beyond reflection in a hall of mirrors: developing critical reflective capacity in teachers and teacher educators

Using reflection to merely affirm existing beliefs rather than engaging in confrontation and examination of beliefs is like reflecting in a hall of mirrors. This study explores the process of critical reflective development of practicing teachers through program reflections written to prompts during master’s-level coursework, seeking to understand: How does critical reflective capacity develop and change in practicing teachers enrolled in advanced coursework in an M.Ed. program? Researchers used a three-level reflective practice pyramid as a frame for examining teachers’ reflective writings. Specifically, 103 reflections from 26 PK-12 teachers were available for analysis. Where finding a clear trajectory in teacher’s reflective development was an anticipated outcome in which teachers would progress from the technical to contextual to dialectical levels of reflection, findings did not indicate such linear development for most teachers. As faculty analyzed the data, they engaged in critical reflection, also questioning purposes and program outcomes. This paper reports on both our study’s findings in response to the research question and on the results of faculty reflective engagement. Results reinforce the understanding that reflection is an individual journey for teachers and faculty alike; results also highlight the importance for engagement in critical reflection for both teachers and teacher educators.     

完善医学生职业道德培养教育途径

为了提高我国医学生职业道德教育的有效性和实效性,需不断完善和健全现有职业道德培养渠道,并拓展新渠道。在探讨研究国外医学生道德培养途径基础上,博采众家之长,形成以职业道德教育贯穿于专业教育全过程为特征,以职业道德教育与临床医疗实践相结合,以提高医学生自我道德教育能力为目的,适合我国特点的医学生职业道德培养途径。     

Confi dentiality with respect to third parties: A psychoanalytic view

It is assumed that confi dentiality is not one singular ethical entity but a conglomerate of quite different issues depending upon clinical context and the sector of information sharing at stake. The focus here is on how to think psychoanalytically about requests for information from third parties (payers, courts, public security). Defi ning confi dentiality as a promise to 'never tell anything' outside of the relationship omits evaluation of the impact of the third's listening on the combined freedom of thought and freedom of speech in analyst and analysand. Circulation of information outside the dyad need not be toxic, need not disrupt the analytic couple's openness to new meaning. Key to contamination and inhibition of analytic work is whether or not disclosure serves an analytic end. Current defense of confi dentiality relies heavily on the models of protection of privacy and professional secrecy, which, though useful and relevant, fail to encompass the transitional, intersubjective space engendered by the analytic process. Suggestions are made for alternate sources of paradigms better suited to represent the latter. Offered for discussion is a draft of a confi dentiality policy with respect to third parties that is informed by psychoanalytic theory and clinical practice rather than by local legal jurisdiction or original disciplines ethics codes.