This book utilizes psychoanalytic theory to conceptualize challenges faced in the teaching and training of doctoral psychology students and the dilemmas faced in the administration of such a program. The use of psychoanalytic theory to discuss larger institutional dynamics and societal dynamics is highly original and very valuable. The authors provide a textured understanding of the kinds of decisions contemporary professors and administrators face. The book provides faculty and administrators with a rich framework from which to conceptualize decisions, actions, acting out, dilemmas, etc.

Barry Dauphin, University of Detroit Mercy

This book demonstrates the value of a psychoanalytic perspective in an arena that is increasingly dominated by market forces, quick fixes, and allergic reactions to looking at how unconscious processes complicate clinical work and education. It will be embraced by psychoanalytic faculty, administrators, and students in graduate psychology programs.

Dennis Debiak, Widener University, Institute for Graduate Clinical Psychology