Target Audience: This presentation is designed for mental health professionals, including psychologists, psychiatrists and social workers.

Description of Event: One issue in teaching them has been the tendency of representatives of the schools to compete for the interest of trainees. Residents often wonder which school is “right” in its theoretical and technical approach and why there seems to be so much tension from past generations in the discussions.
This presentation offers an overview of the evidence for the effectiveness of psychotherapy as a form of treatment, The model integrates the teaching of psychotherapy to trainees, compares and contrasts schools of therapy based on their underlying theoretical assumptions, with technique following from theory, and is based on the available evidence.

this text describes the steps involved in the curriculum design process, elaborates and justifies these steps, and provides opportunities for practicing and applying them. The description of the steps is done at a general level so that they can be applied in a wide range of particular circumstances.

• Examples from the authors’ experience and from published research
• Tasks that encourage readers to relate the steps to their own experience
• Case studies and suggestions for further reading that put readers in touch with others’ experience.

Curriculum design is a "how-to-do-it" activity that involves the integration of knowledge from many of the areas in the field of ?, such as notion research, teaching methodology, assessment, language description, and materials production.

Curriculum has numerous definitions, which can be slightly confusing. In its broadest sense a curriculum may refer to all courses offered at a school. This is particularly true of schools at the university level, where the diversity of a curriculum might be an attractive point to a potential student.

A curriculum may also refer to a defined and prescribed course of studies, which students must fulfill in order to pass a certain level of education. For example, an elementary school might discuss how its curriculum, or its entire sum of lessons and teachings, is designed to improve national testing scores or help students learn the basics. An individual teacher might also refer to his or her curriculum, meaning all the subjects that will be taught during a school year.

On the other hand, a high school might refer to a curriculum as the courses required in order to receive one’s diploma. They might also refer to curriculum in exactly the same way as the elementary school, and use curriculum to mean both individual courses needed to pass, and the overall offering of courses, which help prepare a student for life after high school.

Usually, students in high school and colleges have some degree of choice in pursuing their education. They often have an individual curriculum which helps them attain a degree or to specialize in a certain field. Even at the high school level, curriculum may be separated into courses that make one eligible to attend certain colleges, and courses that will merely earn students a diploma.

Some high schools have curriculum specially designed for students who plan to work in a trade after finishing high school. In those cases, a high school may offer certification in secretarial or construction skills when a student follows a specific curriculum.

Approaching the crucial topic of how to frame and develop high-quality professional development for education researchers requires an appreciation of the diversity of the field and the kinds of students who pursue advanced training. Education researchers come from virtually every discipline and from many interdisciplinary specialties, reside in a great variety of institutions—schools of education, university arts and science departments, and now even policy schools and schools of management, think tanks, and school systems—and focus on an enormous array of research topics.
Furthermore, novices in education research usually enter the field relatively late—beginning academic study of education research only when they become doctoral students. Many have previously studied to be teach-

o can one person do it all in terms of these multi-disciplinary endeavors? I think people need to be broadly educated. One of the mistakes of some graduate, the way we think about graduate training is you're so specific at the time you apply to graduate school you've written your dissertation in your personal statement.

I think graduate training needs to be broad so that you get several different sub-fields of education. But no one can be an expert in everything from molecular and behavioral genetics to neural imaging to the influence of families and cognitive development. You need to know enough to learn how to use consultation and to know enough how to put together a multi-disciplinary team.

The time has come when the field realizes that the advances are not going to come in mental health exclusively through genes. No mental conditions are single gene disorders. Nor are they going to come by an exclusive focus on families and schools. But it's the confluence.

So the advances are going to be made by people who are expert in a certain area, but who are bridging biological, biochemical, genetic with environmental, psychological, familial, neighborhood level factors. I think that's where the advances are going to be made. And I think the scholars who are going to get rewarded not just by grants but by advances in the field are going to be people who know how to use quantitative types, statisticians, biochemical types, environmental types and put these things together.

KAZAKHSTANI AND AMERICAN PSYCHOANALYTIC INSTITUTIONS:

A CROSS-CULTURAL STUDY ON EDUCATIONAL MODELS

The aim of my research is to do a comparative study between Kazakhstani and American Psychoanalytic Institutions in terms of Education Models.
Education Models can be described as the sum of curriculums jointly used by the staff of an institution to cope with anxieties stirred up by their job. Their prime characteristic is its defensiveness. This defences are used individually, even thou they are common to the members of an institution. They were described by Elliott Jaques and Isabel Menzies Lyth, in their work on organisations My research question is related with the factors that influence this systems characteristic. Is it possible that one of those factors be culture? Can the nature of this system only be influenced by organisation-specific factors like its task or members?

To try to answer to this question I am going to research Portuguese and British Large Mental Hospitals as well as Community Care Model. I will use the Psychoanalytic model as the theoretical referential to interpret my data. This will encompass observations of Mental Institutions in Portugal and Great-Britain done according to the psychoanalytic observation methodology.

I hope, with this study, to contribute to the psychoanalytic understanding of Organisations, more concretely on the importance of cultural factors on the above cited defensive systems.

Based on an Open University postgraduate module written by Rob Bollington and Anna Craft, Continuing Professional Development is just what the subtitle claims, a "Practical Guide"—a workbook written for teachers and providers of in-service teacher education. The book is divided into three parts, "Theories of teacher and school development," "Evaluating professional development," and "Planning future professional develop­ment." As the titles and their sequence suggest, a central aim of the book is to assist teachers to think systematically about their past professional develop­ment in order to achieve more effective future development. To accomplish this and additional aims, teachers are instructed to ask their students to engage in twenty-eight "tasks," beginning with compiling, and then analyzing a "record of recent substantial professional development . . . [they] have undertaken, whether as a provider or as a participant" (p. 9). Next, students should be asked to read a text "based on a list of 'megatrends' in education written by Naisbitt and Aburdene . . . [who] provide a challeng­ing agenda for... (preview truncated at 150 words.)

The Carter-Jenkins Center (CJC) offers unique training programs in child, adolescent, and adult psychoanalysis that focus on the in-depth understanding of individual development, behavior and cultural phenomena. Based on the belief that psychoanalysis is the most comprehensive method for understanding the development of the mind and human relationships, CJC offers an intensive and innovative psychoanalytic educational experience that encourages active participation and exchange of experience, insight and ideas with our international community of child and adult psychoanalysts. The international faculty that participate in educational programs at CJC are dedicated to the pursuit and sharing of psychoanalytic knowledge and to clinical excellence.

Although The Carter-Jenkins Center is an independent and free standing organization, the training programs in child, adolescent and adult psychoanalysis have been organized by child and adult psychoanalysts who are active members of The American Psychoanalytic Association and/or The International Psychoanalytic Association. Training requirements exceed standards established by the International Psychoanalytic Association.

Our psychoanalytic training programs are based on the theoretical and clinical discoveries of Sigmund Freud and emphasize the evolving and enduring nature of psychoanalysis. Approaching the study of psychoanalysis historically, the program of study covers the evolution of theory and practice from Freud’s pioneering discoveries through contemporary psychoanalytic contributors. A developmental framework is integrated in our training program in order to provide a complete educational experience. The program of study consists of the personal analysis, the conduct of analyses under the consultation of a senior psychoanalyst, systematic observations of infants/young children and four/five years of small group seminars.

The training programs are organized to encourage active participation and exploration of different points of view among candidates and faculty. They are designed to prepare qualified applicants to apply their knowledge in their clinical practice of psychoanalysis and in the application of psychoanalytic principles to current issues relevant to contemporary society. The course of study equips candidates with specialized knowledge and skills that can be applied in clinical and non-clinical settings, encourages informed and independent thinking and fosters a learning process that will continue throughout life.

Enhancing training of residents and early career psychiatrists
Needs derived from this gap:
A. Learn new ways of engaging residents and training them in the complex theories and techniques of
psychodynamic psychotherapy
B. Foster learning of complex theories and techniques of psychodynamic psychotherapy by early career
psychiatrists

NYFS has created a Foundation Board to provide an acceptable, recognizable, and accessible entity such that an active relationship between psychoanalysis and the professional and public communities can be more easily facilitated. The Foundation Board aims to provide a place where community members can have input into the outreach activities of the Society by working with our Members toward a common aim: the preservation and promotion of psychoanalysis and psychoanalytic psychotherapy as a valuable tool in understanding and promoting mental health.