Becoming a School: Developing Learning Objectives for Psychoanalytic Education
Data collected from multiple psychoanalytic institutes in the United States. indicate that the lack of clear guidelines for progression and graduation compromises psychoanalytic training in many ways ( Cabaniss, Glick, and Roose, 2000 ). Educational research suggests that learning objectives and cle...
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| Published in | Psychoanalytic inquiry Vol. 28; no. 3; pp. 262 - 277 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
New York
Taylor & Francis Group
01.07.2008
Laurence Erlbaum Associates Taylor & Francis Inc |
| Subjects | |
| Online Access | Get full text |
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| Abstract | Data collected from multiple psychoanalytic institutes in the United States. indicate that the lack of clear guidelines for progression and graduation compromises psychoanalytic training in many ways (
Cabaniss, Glick, and Roose, 2000
). Educational research suggests that learning objectives and clear assessment tools can help to demystify education, guide curriculum development, clarify standards for the field, and prompt research (
Gardner, 1995, 1999
;
Wiggins and McTighe, 1998
;
Wiske, 1998
). This article outlines the process by which the Columbia University Center for Psychoanalytic Training and Research undertook to operationalize objectives for learning in clinical psychoanalysis and to develop and use a standardized supervisory assessment tool. It further outlines the multicenter project on supervisory assessment that has evolved from this effort that now involves 4 psychoanalytic institutes in North America. |
|---|---|
| AbstractList | Data collected from multiple psychoanalytic institutes in the United States, indicate that the lack of clear guidelines for progression and graduation compromises psychoanalytic training in many ways (Cabaniss, Glick, and Roose, 2000). Educational research suggests that learning objectives and clear assessment tools can help to demystify education, guide curriculum development, clarify standards for the field, and prompt research (Gardner, 1995, 1999; Wiggins and McTighe, 1998; Wiske, 1998). This article outlines the process by which the Columbia University Center for Psychoanalytic Training and Research undertook to operationalize objectives for learning in clinical psychoanalysis and to develop and use a standardized supervisory assessment tool. It further outlines the multicenter project on supervisory assessment that has evolved from this effort that now involves 4 psychoanalytic institutes in North America. [PUBLICATION ABSTRACT] Data collected from multiple psychoanalytic institutes in the United States. indicate that the lack of clear guidelines for progression and graduation compromises psychoanalytic training in many ways ( Cabaniss, Glick, and Roose, 2000 ). Educational research suggests that learning objectives and clear assessment tools can help to demystify education, guide curriculum development, clarify standards for the field, and prompt research ( Gardner, 1995, 1999 ; Wiggins and McTighe, 1998 ; Wiske, 1998 ). This article outlines the process by which the Columbia University Center for Psychoanalytic Training and Research undertook to operationalize objectives for learning in clinical psychoanalysis and to develop and use a standardized supervisory assessment tool. It further outlines the multicenter project on supervisory assessment that has evolved from this effort that now involves 4 psychoanalytic institutes in North America. Data collected from multiple psychoanalytic institutes in the United States. indicate that the lack of clear guidelines for progression and graduation compromises psychoanalytic training in many ways (Cabaniss, Glick, and Roose, 2000). Educational research suggests that learning objectives and clear assessment tools can help to demystify education, guide curriculum development, clarify standards for the field, and prompt research (Gardner, 1995, 1999; Wiggins and McTighe, 1998; Wiske, 1998). This article outlines the process by which the Columbia University Center for Psychoanalytic Training and Research undertook to operationalize objectives for learning in clinical psychoanalysis and to develop and use a standardized supervisory assessment tool. It further outlines the multicenter project on supervisory assessment that has evolved from this effort that now involves 4 psychoanalytic institutes in North America. Adapted from the source document. |
| Author | Cabaniss, Deborah L. |
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| References | Anderson L. (CIT0001) 2001 Bloom B. S. (CIT0003) 1964 Wiggins G. (CIT0017) 1998 CIT0010 CIT0011 Wiske M. S. (CIT0018) 1998 Reeder J. (CIT0014) 2004 Mager R. (CIT0012) 1997 Cabaniss D. (CIT0004) 2000; 49 Cabaniss D. (CIT0005) 1997; 45 Cabaniss D. (CIT0006) 2004; 84 Tyler R. W. (CIT0016) 1949 Gardner H. (CIT0007) 1995 Orgel S. (CIT0013) 1982; 9 Bloom B. S. (CIT0002) 1956 Gardner H. (CIT0008) 1999 Garza-Guerrero C. (CIT0009) 2004; 85 CIT0015 |
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| Title | Becoming a School: Developing Learning Objectives for Psychoanalytic Education |
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