White Institute Calendar
What Really Works? Psychodynamic Psychotherapy with Children and Adolescents
New Program Starting January 2019
Overview of the Program
The William Alanson White Institute is offering a unique program for clinicians of all levels of experience, starting in January 2019. The program is focused expanding and deepening one’s experience of treating children and adolescents within an Interpersonal and Relational framework. Each month different faculty members will present on a variety of contemporary clinical topics and case material. This program is designed to enhance participants’ clinical skills and intellectual understanding of psychodynamic psychotherapy of children and adolescents.
One Monday of each month for ten months (January 2019 – December 2019)
2019 January 14, February 11, March 11, April 15, May 20, June 17
September 23, October 21, November 11, December 9
Time: 7:00 – 8:30pm
Participants: Psychiatrists, social workers, psychologists and mental health workers .
Instructors: Faculty and Supervisors of the Child and Adolescent Psychotherapy Program (CAPTP) from The William Alanson White Institute.
$450 Students and Candidates
$500 Early Registration
REGISTRATION IS FULL
For more information contact Stacey Nathan-Virga, PhD, Program Director firstname.lastname@example.org
Continuing Education Credits: 15
Class 1 January 14, 2019
How To Start: Engaging and Beginning Treatment With Children and Adolescents
This class will explore the essential elements of beginning a treatment from the initial consultation with parents, obtaining a history, performing an assessment, creating a treatment plan and setting the frame. Material will be presented to demonstrate how to engage a child or adolescent in psychodynamic psychotherapy from an interpersonal perspective.
Jacqueline Ferraro, D.M.H. is Director of the Child and Adolescent Psychotherapy Training Program (CAPTP) at the White Institute, faculty and supervisor; Executives Committee member, faculty and supervisor in the Eating Disorders, Compulsions and Addictions Service (EDCAS), the White Institute. Dr. Ferraro is in private practice in Manhattan.
1. Participants will be able to describe key elements to consider when beginning treatment with children, including assessment and treatment planning
2. Participants will be able to discuss engaging the child in the treatment process from an interpersonal perspective
Class 2 February 11, 2019
Play Is The Thing! Using Play Therapy For Listening, Formulating and Intervening
This classwill explore the importance and meaning of play as a therapeutic tool in child psychodynamic psychotherapy. The instructor will offer examples of play therapy from Winnicott’s case study of The Piggle, his ownchild psychotherapy cases and case material from relational child literature.
Daniel Gensler, Ph.D. is Director of Training and of the Externship at the Child Adolescent Psychotherapy Training Program at the William Alanson White Institute as well as training and supervising analyst at White. He is co-author of Relational Child Psychotherapy (2002) and has published many articles and chapters in the professional literature. He is a clinical psychologist in private practice doing psychotherapy, supervision, and psychoeducational evaluations in Manhattan and Great Neck, NY.
1. Participants will identify ways to become a play partner for a child.
2. How to interpret within the metaphor of play: description of interaction, gradual focus on affect, defense, and underlying motives
3. Participants will be able to discuss when to interpret outside the metaphor of play.
Class 3 March 11, 2019
Transference and Countertransference Issues in Working with Children and Adolescents.
This class will focus on understanding the way transference is manifested in child and adolescent psychodynamic psychotherapy. The importance of the interaction of transference and countertransference will be explored.
Gary Schlesinger, Ph.D. is a clinical psychologist and psychoanalyst. He is a member of the faculty of the William Alanson White Psychoanalytic Institute where he teaches both adult psychoanalysis and child and adolescent psychotherapy. He is the former Director of the Parent Center at the Institute. He is in private practice in New York City where he treats adults, adolescents and children.
1. Students will learn to identify manifestations of transference in the child patient
2. Students will learn about the interaction of transference and countertransference in child treatment
Class 4 April 15, 2019
Working with the Parents of Child and Adolescent Patients.
Inclusion of the parents in the treatment of an identified child or adolescent is often indicated. We will address the theoretical and clinical implications of having the parents directly involved in regular sessions of parent therapy from the beginning of the treatment. Examples from previous treatments will be utilized.
Pasqual Pantone, Ph.D., Director Emeritus, William Alanson White Institute.
Training and Supervising Psychoanalyst, Faculty, Psychoanalytic Program, William Alanson White Institute. Co-Founder, Former Co-Director, Supervisor, Faculty, Child and Adolescent Psychotherapy Training Program, William Alanson White Institute.
Co-Author, Relational Child Psychotherapy,
1. Be able to discuss the role of the professional when consulting with parents of infants
2. Be able to explain the value of becoming a secure base for parents
3. Be able to describe ways to help parents explore and discuss their feelings about their child and how to be a parent to their specific child
Class 5 May 20, 2019
When The Very Young Need Intervention: Treating Toddlers and Preschoolers
This class will explore the significant aspects of providing treatment for toddlers and preschoolers. Conducting an initial assessment with parents and child will be explored. Decisions concerning whether to work with the family, the dyad or individually within a parent guidance framework will be emphasized. Psychoanalytic concepts will guide these decisions and the ongoing treatment.
Lisa Dubinsky, Psy.D. is a clinical psychologist, with a special interest in early childhood and children on the autism spectrum. She is a consultant with mainstream preschools and works with children of all ages, parents, and adults in psychotherapy. She is on the faculty of the CAPTP Program at the White Institute.
1. Students will identify ways to interface with schools and parents to promote support in the initial phase of treatment.
2. Students will identify ways to engage young children in the therapy process and assess the young child’s symbolic play skills.
3. Students will identify how to help parents make useful changes and feel comfortable.
Class 6 June 17, 2019
The Interpersonal Journey: Relating and Engaging Adolescents in Psychotherapy
This class will explore Harry Stack Sullivan’s concept of adolescence. Sullivan, following the heuristic developmental model, defined the epochs of adolescence divided in different stages: 1) Pre-adolescence 2) Early Adolescence 3) Late Adolescence. This class will explore theoretical and clinical characteristics of the developmental stages of adolescence. A particular emphasis will be given to the area of interpersonal relationships.
Marcelo Rubin, Ph.D.is a Fellow, Training and Supervising Analyst, at the William Alanson White Institute, New York, NY. He is also the former Director of the Child and Adolescent Psychotherapy Training Program at the William Alanson White Institute, New York, NY. Dr. Rubin has published and presented numerous articles on adolescence, trauma and culture. He is in private practice in New York City and Westchester, NY.
1. Students will be able to identify the different stages of adolescence.
2. Students will be able to conceptualize the interaction between “genital lust” and emotional development.
Class 7 September 23, 2019
Treating Alcohol and Substance Abuse in Adolescence: A Developmental and Interpersonal Perspective
This class will address questions of use and abuse of drug and alcohol in adolescents. Developmental issues, self-medication and the social context (school, peer group, family) will be explored. The usefulness of Modified Harm Reduction Model for adolescence will be presented.
Patricia Bellucci, Ph.D.is a graduate of the Child and Adolescent Psychotherapy Program and a candidate in Division I at WAWI. She serves as a faculty member and supervisor for The Child Program, Eating Disorders, Compulsions and Addiction Services and IPPP.
1. Participants will identify four signs of alcohol and substance abuse.
2. Participants will understand the concept of Modified Harm Reduction Model for adolescence.
3. Participants will name four developmental issues that are important for treatment.
4. Participants will understand functional analysis of alcohol and substance use.
5. Participants will describe Stage of Change Model of Treatment.
Class 8 October 21, 2019
Working With Issues of Gender and Sexuality
This section will explore how we work with themes of gender and sexuality in our work with children and adolescents. We will look at alternative gender representations in young children and will talk about coming out issues in adolescence.
Deborah Glazer, Ph.D is a supervisor and faculty member at The Psychoanalytic Psychotherapy Study Center and The Institute for Contemporary Psychotherapy. She is faculty at The Child and Adolescent Psychotherapy Training Program at The William Alanson White Institute. Dr. Glazer is the author of many papers and presentations on gender & sexuality and is co-editor of Gay & Lesbian Parenting (Haworth Press, 2001). She is a psychologist/psychoanalyst in private practice in the Chelsea section of NYC.
1. Students will learn to recognize and address alternative gender representations in young children.
2. Students will learn to understand and support adolescents during the coming out experience.
Class 9 November 11, 2019
Coming To Life Within The Relationship: The Challenges and Rewards of Engaging The Autistic Child
This class will focus on individual psychotherapy with children on the autism spectrum. Using a mentalization - based approach, we will explore how to engage these children in a treatment that promotes reflection and curiosity. Collateral work with parents and teachers will also be discussed.
Susan L. Rose, Ph.D. Faculty and Supervisor, William Alanson White Institute, Psychoanalytic Training Program and Child and Adolescent Psychotherapy Training Program. Director, Child and Family Center, William Alanson White Institute. Adjunct Clinical Supervisor, Clinical Psychology Program, City College of New York. Editorial Board, Journal of Infant, Child, and Adolescent Psychotherapy.
1. Participants will become familiar with a mentalization based approach to treatment and it's specific application to children with a diagnosis of autism spectrum disorder.
2. Participants will learn games, activities and interventions that encourage patients with ASD to mentalize. Participants will learn how an improved capacity for mentalization can positively impact the lives of these patients.
Class 10 December 9, 2019
What Works? Therapeutic Action in Child Psychodynamic Psychotherapy.
This class will focus on the complex process of therapeutic action in our clinical work with children and adolescents. We will be curious about the question: what is it that we do with children in psychodynamic psychotherapy that helps children and how does it help? Various mutative factors will be explored.
Stacey Nathan-Virga, Ph.D is a clinical psychologist and psychoanalyst. She is a graduate of Division I and the Child and Adolescent Psychotherapy Training Program at the William Alanson White Institute. She is a supervisor, faculty member and the Director of Special Programs of the Child and Adolescent Psychotherapy Training Program. She is in private practice in New York City and Westchester, NY treating children, adolescents and adults.
1. Participants will describe various mutative factors contributing to change in a child.
2. Participants will identify ways in which the relationship between the child and therapist is significant in facilitating change.