:We, Faculty Members and the Instructors of the Tehran Psychoanalytic Institute commit
1. To teach and train the students of TPI in such a manner to assist them to surpass us as clinicians.
2. To consider and think about what is for the good and the academic promotion of TPI in the face of our own
regressive needs, and try to make the former our priority.
3. To communicate our resentments from and conflicts with each other at the first opportunity only with the person
involved and to avoid sharing and spreading it with others in the Institute. If we are not happy with the results, then, as
a second phase, we would more consider our own probable contribution to our having become resentful, and approach
that person once more. Only, as a third phase, we allow ourselves to involve a third person to help resolve the
conflict—that person being from inside the Institute is the Assistant Dean or the Dean.
We are to remember that sub-grouping, making alliances and making derogatory remarks about people can be quite
tempting, gratifying, and temporarily self-esteem enhancing, but also totally destructive for our own individual growth
and larger group cohesiveness; thus, we are to avoid them.
4. To respect our different theoretical and technique differences as different clinicians and different individuals who we
are.
5. To abide by and support how “psychoanalysis” and “psychoanalyst” has been defined by the International
Psychoanalytical Association (IPA).
6. Not to give any vain hope to any student, patient or member of the public. We will strictly refrain from entering into
any “guru-disciple” relationship in which deception, harassment, despise, punishment, abuse, or seduction is hidden or
overt. We will teach them to think independently.
7. To take responsibility for our own continuing education and to remember that in this field we are to be always a
student.
8. To abide by the following rules in regards to double relationships with students:
A. We will not be the analyst/therapist of a student and his or her individual supervisor as well.
B. We may be the analyst/therapist of a student and his or her Instructor as well.
C. As an authority figure, we will refrain from abuse of our power and causing distrust with our students/patients.
D. As a student’s analyst/therapist we will refrain from Committee discussions about the student.
9. To abide by the following rules regarding the issues of confidentiality:
A. As a student’s Supervisor, we are obliged to the same level of confidentiality as the student is vis-à-vis his or her
patient. The objective of this principle naturally does not include the evaluations of the student’s clinical work and
its reports to the Progression Committee.
B. We are not allowed to enter into conversations or giving personal opinions to the student about his or her
analyst/therapist, unless we are the student’s Instructor Advisor and the student initiates and requests
consultation with us about it.
C. Regarding administrative confidentiality of the Committees’ meetings: All the discussions and decisions of the
Committees are confidential and we will refrain from sharing them with others. Only the Institute’s Public
Relations Division is entitled to disseminate information.
