The use of a simple writing task to enhance psychoanalytic education.
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| Title: | The use of a simple writing task to enhance psychoanalytic education. |
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| Authors: | Scharff, Jill Savege (AUTHOR), Sehon, Caroline M. (AUTHOR) |
| Source: | International Forum of Psychoanalysis. Dec2020, Vol. 29 Issue 4, p215-223. 9p. |
| Subjects: | Social cohesion, Tasks, Psychoanalysis |
| Abstract: | The authors describe a simple recurrent writing task called the "Two Page Paper Exercise," designed to enhance candidates' learning of analytic theory and technique. They set this task in the context of other analytic institutes' writing programs and show that this exercise is unique. Their educational philosophy is that, as candidates confront multiple perspectives in contemporary psychoanalysis, this writing task develops their ability to conceptualize, reflect on their learning, integrate affect and cognition, and express their ideas to others in written form and in discussion with peers. The candidate group develops cohesion that reduces writing anxiety. As individuals they develop a writing habit that supports the eventual duty to develop the field of psychoanalysis through publishing. The authors present raw data from candidates' writing for readers to make their own assessment of the usefulness of the task as a measure of candidates' integration of learning, development of analytic sensibility and synthetic capacity, and communication of experience and ideas to others. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The authors describe a simple recurrent writing task called the "Two Page Paper Exercise," designed to enhance candidates' learning of analytic theory and technique. They set this task in the context of other analytic institutes' writing programs and show that this exercise is unique. Their educational philosophy is that, as candidates confront multiple perspectives in contemporary psychoanalysis, this writing task develops their ability to conceptualize, reflect on their learning, integrate affect and cognition, and express their ideas to others in written form and in discussion with peers. The candidate group develops cohesion that reduces writing anxiety. As individuals they develop a writing habit that supports the eventual duty to develop the field of psychoanalysis through publishing. The authors present raw data from candidates' writing for readers to make their own assessment of the usefulness of the task as a measure of candidates' integration of learning, development of analytic sensibility and synthetic capacity, and communication of experience and ideas to others. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0803706X |
| DOI: | 10.1080/0803706X.2020.1718751 |
