After analytic training, graduates position their newly acquired identity as “psychoanalyst” in the context of their broader career, contemplating whether to start new analytic cases, adapting their new knowledge base to psychotherapy practice, and deciding how to focus their professional and personal interests going forward. Using questionnaires and interviews, the Columbia Postgraduate Analytic Practice Study (CPAPS) has prospectively tracked the career trajectory of 69 of 76 graduates (91%) from the Columbia University Center for Psychoanalytic Training and Research since 2003. In this paper grounded theory is used to identify developmental themes in interviews with analysts who have been followed for at least ten years. Recent graduates are negotiating the following challenges: developing a sense of competence, navigating relationships with colleagues and former supervisors as situations change and roles shift, transitioning into becoming mentors, and balancing the competing responsibilities of professional and personal life. Disillusionment about aspects of training, analytic practice, analysis as a treatment, institute politics, and the field in general emerges as a stark reality, despite a high level of career satisfaction. Educational recommendations include making career development opportunities available and providing a realistic view of both practice realities and expectations of analytic treatment outcome.

中文翻译：

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精神分析培训后的专业和个人发展：与早期职业分析师的访谈

经过分析培训，毕业生将他们新获得的身份定位为他们更广泛的职业背景下的“精神分析师”，考虑是否开始新的分析案例，使他们的新知识基础适应心理治疗实践，并决定如何将他们的专业和个人兴趣集中在向前。自 2003 年以来，哥伦比亚大学研究生分析实践研究 (CPAPS) 使用问卷调查和访谈，前瞻性地追踪了哥伦比亚大学精神分析培训与研究中心 76 名毕业生中的 69 名 (91%) 的职业轨迹。在与被跟踪至少十年的分析师的访谈中确定发展主题。最近的毕业生正在应对以下挑战：培养能力感，随着情况的变化和角色的转变，与同事和前任主管建立关系，转变为导师，并平衡职业和个人生活的竞争责任。尽管职业满意度很高，但对培训、分析实践、分析作为一种治疗、机构政治和一般领域的幻想破灭成为一个严峻的现实。教育建议包括提供职业发展机会，并提供实践现实和分析治疗结果期望的现实观点。尽管职业满意度很高，但分析实践、分析作为一种治疗、机构政治和整个领域都成为一个严峻的现实。教育建议包括提供职业发展机会，并提供实践现实和分析治疗结果期望的现实观点。尽管职业满意度很高，但分析实践、分析作为一种治疗、机构政治和整个领域都成为一个严峻的现实。教育建议包括提供职业发展机会，并提供实践现实和分析治疗结果期望的现实观点。