How to Become a Psychoanalyst

Becoming a psychoanalyst takes many years of dedicated study, self-exploration and practical experience, but the resulting career can provide a lifetime of job satisfaction and personal growth. Whilst the IPA is responsible for setting minimal training standards, the actual training is carried out by its component organisations through their institutes, faculty, supervisors, and training analysts. 

The rigorous training required to become a psychoanalyst takes several years to complete, and usually takes place after the completion of training in a related field and having gained experience in that field. It can be described as choosing a specialised clinical-theoretical and treatment approach on top of one’s already acquired skills, such as medicine, psychology or social work for example. 

The details and organisation of each training programme may vary slightly, but the fundamental picture consists of three essential components:

  • Undergoing a personal psychoanalysis
  • Participating in a programme of clinical and theoretical coursework
  • Psychoanalytic treatment of clinical cases under supervision

Recognised Models of Training

Since 2007, the IPA has recognised three distinct models of training. These are: the Eitingon (probably the most common and ubiquitous model, but also subject to variability), the French (most commonly used in French-speaking areas, but also elsewhere), and the Uruguayan. The three models differ mostly in how the three components described above are organised and arranged – quantitively, temporally, and in the designation and function of those who carry it out. In the Eitingon and Uruguayan models, supervision and personal analysis of candidates is performed by designated training analysts (these two models differ mainly in how these are selected and appointed); in the French model, supervision is entrusted to analysts designated for this function, whereas the personal analysis can be with any qualified analyst, and therefore this model has no need to designate training analysts.


A further distinction regards the timing of the personal analysis. The Eitingon model regards it as an inherent part of the training, and therefore the personal analysis takes place contemporaneously with the other components (coursework and supervised analytic treatment). This is essentially also the case in the Uruguayan model. The French model sees the personal analysis as an important preparatory stage in which the motivation to become an analyst can be explored, and therefore it takes place for the most part before admission to training.

A more detailed comparison of the three models and their application can be found here.