Beyond Progression: Devising a New Training Model for Candidate Assessment, Advancement, and Advising at Columbia.
Justin Richardson, Deborah L Cabaniss, Jane Halperin, Susan C Vaughan, Sabrina Cherry
Author Information
Justin Richardson: Justin Richardson, Chair of Training, Senior Associate Director, Columbia University Center for Psychoanalytic Training and Research; Assistant Clinical Professor of Psychiatry, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons. Deborah L. Cabaniss, Clinical Professor of Psychiatry, Associate Director of Residency Training, and Director of Psychotherapy Training, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons; Chair of Faculty Development and Training and Supervising Analyst, Columbia University Center for Psychoanalytic Training and Research. Jane Halperin, Associate Director, Chair of Mentor Program, Columbia University Center for Psychoanalytic Training and Research; Assistant Clinical Professor of Medical Psychology, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons. Susan C. Vaughan, Director, Columbia University Center for Psychoanalytic Training and Research; Associate Professor of Psychiatry, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons. Sabrina Cherry, Associate Director, Training and Supervising Analyst, Columbia University Center for Psychoanalytic Training and Research; Associate Clinical Professor of Psychiatry, Vagelos College of Physicians and Surgeons, Columbia University.
Deborah L Cabaniss: Justin Richardson, Chair of Training, Senior Associate Director, Columbia University Center for Psychoanalytic Training and Research; Assistant Clinical Professor of Psychiatry, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons. Deborah L. Cabaniss, Clinical Professor of Psychiatry, Associate Director of Residency Training, and Director of Psychotherapy Training, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons; Chair of Faculty Development and Training and Supervising Analyst, Columbia University Center for Psychoanalytic Training and Research. Jane Halperin, Associate Director, Chair of Mentor Program, Columbia University Center for Psychoanalytic Training and Research; Assistant Clinical Professor of Medical Psychology, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons. Susan C. Vaughan, Director, Columbia University Center for Psychoanalytic Training and Research; Associate Professor of Psychiatry, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons. Sabrina Cherry, Associate Director, Training and Supervising Analyst, Columbia University Center for Psychoanalytic Training and Research; Associate Clinical Professor of Psychiatry, Vagelos College of Physicians and Surgeons, Columbia University.
Jane Halperin: Justin Richardson, Chair of Training, Senior Associate Director, Columbia University Center for Psychoanalytic Training and Research; Assistant Clinical Professor of Psychiatry, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons. Deborah L. Cabaniss, Clinical Professor of Psychiatry, Associate Director of Residency Training, and Director of Psychotherapy Training, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons; Chair of Faculty Development and Training and Supervising Analyst, Columbia University Center for Psychoanalytic Training and Research. Jane Halperin, Associate Director, Chair of Mentor Program, Columbia University Center for Psychoanalytic Training and Research; Assistant Clinical Professor of Medical Psychology, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons. Susan C. Vaughan, Director, Columbia University Center for Psychoanalytic Training and Research; Associate Professor of Psychiatry, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons. Sabrina Cherry, Associate Director, Training and Supervising Analyst, Columbia University Center for Psychoanalytic Training and Research; Associate Clinical Professor of Psychiatry, Vagelos College of Physicians and Surgeons, Columbia University.
Susan C Vaughan: Justin Richardson, Chair of Training, Senior Associate Director, Columbia University Center for Psychoanalytic Training and Research; Assistant Clinical Professor of Psychiatry, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons. Deborah L. Cabaniss, Clinical Professor of Psychiatry, Associate Director of Residency Training, and Director of Psychotherapy Training, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons; Chair of Faculty Development and Training and Supervising Analyst, Columbia University Center for Psychoanalytic Training and Research. Jane Halperin, Associate Director, Chair of Mentor Program, Columbia University Center for Psychoanalytic Training and Research; Assistant Clinical Professor of Medical Psychology, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons. Susan C. Vaughan, Director, Columbia University Center for Psychoanalytic Training and Research; Associate Professor of Psychiatry, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons. Sabrina Cherry, Associate Director, Training and Supervising Analyst, Columbia University Center for Psychoanalytic Training and Research; Associate Clinical Professor of Psychiatry, Vagelos College of Physicians and Surgeons, Columbia University.
Sabrina Cherry: Justin Richardson, Chair of Training, Senior Associate Director, Columbia University Center for Psychoanalytic Training and Research; Assistant Clinical Professor of Psychiatry, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons. Deborah L. Cabaniss, Clinical Professor of Psychiatry, Associate Director of Residency Training, and Director of Psychotherapy Training, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons; Chair of Faculty Development and Training and Supervising Analyst, Columbia University Center for Psychoanalytic Training and Research. Jane Halperin, Associate Director, Chair of Mentor Program, Columbia University Center for Psychoanalytic Training and Research; Assistant Clinical Professor of Medical Psychology, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons. Susan C. Vaughan, Director, Columbia University Center for Psychoanalytic Training and Research; Associate Professor of Psychiatry, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons. Sabrina Cherry, Associate Director, Training and Supervising Analyst, Columbia University Center for Psychoanalytic Training and Research; Associate Clinical Professor of Psychiatry, Vagelos College of Physicians and Surgeons, Columbia University.
Research over several decades has identified significant problems with the progression model-the traditional approach to assessment and advancement of psychoanalytic candidates-including candidates' anxiety and uncertainty about the methods and fairness of their assessment, avoidance of conflictual issues with patients in order to keep cases, and reluctance to share their challenges with supervisors and advisors. In light of these findings, the Columbia Center for Psychoanalytic Training and Research restructured its psychoanalytic training programs. The progression committee, the progression advisor role, candidate application to advance through the program, and routine committee discussion of candidates were eliminated and replaced by confidential mentorship and a clear and predictable system of trainee advancement. Analytic competency-a requirement for graduation-is now determined solely from detailed written feedback regarding the candidate's achievement of the Center's learning objectives. The number of months of supervised analysis required for graduation has been reduced, as has the required length of the candidate's longest case; in addition, three-times-weekly analyses are now accepted for credit. These changes are meant to increase the transparency, objectivity, and predictability of the training experience and reduce the pressure on clinical decision making and communication between trainees and faculty. An extensive evaluation of the impact of these innovations is currently under way.
