Curriculum

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Philip Bromberg & Jay GreenbergThe curriculum of both psychoanalytic training programs (the Certificate Program in Psychoanaly and the Licensure-Qualifying Program in Psychoanalysis) provides candidates a survey of the principal issues that shape clinical and theoretical psychoanalysis. Candidates in both programs take most classes and seminars together, and each entering class moves largely as a group through 360 class sessions meeting over the span of four years. Two classes run consecutively on Tuesday evenings, and a third meets Thursday evenings during three ten-week trimesters per academic year. After the fall trimester of the third year, instead of Thursday evening classes candidates select a total of three 500-level Clinical Case Seminars and two 600-level Elective Courses. When the core required curriculum has been completed, candidates must take three 500-/600-level courses per year to maintain enrollment. All coursework must be completed within six years unless an extension is granted by the Director of Training.

 

In keeping with New York State Education Department regulatory requirements, candidates in the Licensure-Qualifying Program in Psychoanalysis are also required to take additional course work in the areas of psychoanalytic research, child abuse identification and reporting, and professional issues, including "scope of practice."

 

Candidates are permitted to change the sequence of certain courses and to make certain substitutions or time rearrangements if they feel it is helpful in their training. To do so, candidates should contact the Director of Curriculum

Course Descriptions

Listed below are descriptions of the required courses during each of the four years and the current offerings of electives. Website visitors may click on the title of each course to view its reading list.

First Year Required Courses

110: David Thurn, LCSW, Ph.D.

David Thurn1st Trimester, 10 sessions

2nd Trimester, 5 sessions

Tuesdays, 7:15 - 8:30 PM

 

Evolution of Psychoanalytic Concepts I: The Development of Freud's Theory

This course will trace the development of Freud's thinking as he struggled to create a distinctively psychoanalytic vision of human experience. Beginning with the earliest works, we will explore his efforts to grapple with the clinical and conceptual problems that confronted a new and evolving discipline. Studying the history of Freud's struggles and his solutions should illuminate the difficulties and the possibilities that confront psychoanalytic theory and practice to this day.

 

111: Lori Bohm, Ph.D. & Robert Langan, Ph.D.

Lori BohmRobert Langan1st Trimester, 5 sessions

Tuesdays, 8:45 - 10:00 PM

 

Landmarks in Interpersonal Psychoanalysis

This course will provide an overview of the curriculum and training process with regard to key perspectives and paradigm shifts influencing interpersonal psychoanalysis. Candidates should begin to realize personally how a developing comprehension of psychoanalytic change entails reorientation in theory, clinical praxis, and experience of oneself, alone and with others.

 

112: Gary Schlesinger, Ph.D.

Gary Schlesinger1st Trimester, 10 sessions

Thursdays, 7:30- 9:30 PM

 

Beginning the Treatment - Conceptual and Clinical Approaches

This course will attempt to familiarize candidates with the complex issues involved in beginning a psychoanalytic treatment. I will try to provide a comparative, contextual approach to the clinical issues involved as one's beliefs about what facilitates mutative experience may determine how one seeks to begin a treatment. I will use a combination of readings discussing conceptual and practical matters and clinical material from both my practice and cases presented by candidates.

 

Elizabeth K. Krimendahl, Psy.D. and Miltiades Zaphiropoulos, M.D.

Elizabeth K. KrimendahlMiltiades ZaphiropoulosSeptember - June

Tuesdays, 1:00 - 1:55 PM

 

Clinic Fellowship Seminar

For candidates participating in the clinic fellowship.

We will explore a number of questions in the treatment of our clinic patients: How can the clinician approach administrative issues (fee setting, medication, medical records, etc.) from a dynamic perspective? How can we establish rapport in the initial phase of treatment while organizing a developmental history and differential diagnosis? What are the treatment limits in our clinic? Candidates will present case material for discussion.

 

113: Philip Blumberg, Ph.D.

1st Trimester

2nd Trimester

Tuesdays, 8:45 - 10:00 PM

 

Developing Interpersonalism in Historical Context: Sullivan, Thompson, Fromm and the Pioneers

The goals of this course are essentially two-fold: an historical accounting of the "life and times" of the founders of Interpersonal psychoanalysis with a view towards contextualizing their notions of theory and praxis in their lived lives; while at the same time, implicitly and explicitly orienting students to think more deeply about their own "lives and times" and how those factors come to bear on their own developing personal metapsychologies.

 

120: Andrew Druck, Ph.D.

Andrew Druck2nd Trimester, 5 sessions

3nd Trimester, 10 sessions

Tuesdays, 8:45 - 10:00 PM

 

Evolution of Psychoanalytic Concepts II: Freud and The Evolution of Psychoanalytic Technique

This course will study the historical evolution of the theory of psychoanalytic technique. Beginning with Freud's technical papers, evolving ideas about classical psychoanalysis as a treatment method will be studied, highlighting the history of psychoanalysis and developing and ongoing controversies about psychoanalytic practice. Among the concepts explored are: technical considerations; the analytic attitude; transference and resistance; abstinence and neutrality; the role of interpretation; mutative factors in treatment; self-disclosure and countertransference; the clinical situation and personal interaction.

 

121: Pasqual J. Pantone, Ph.D. & Miri Abramis, Ph.D.

Miri AbramisPasqual J. Pantone1st Trimester/2nd Trimester

7 sessions: Pantone

8 sessions: Abramis

Tuesdays, 7:15 - 8:30 PM

 

Clinical Implications of Developmental Theory and Research

This course is on the application of child development theory and research on contemporary interpersonal psychoanalysis. The first half of the course surveys earlier psychoanalytic theories of development, i.e: Klein, Winnicott, Bowlby, Mahler, Stern. The second half focuses on current research in mother-infant interaction and attachment. We will explore this research in light of the earlier theories of development. We will examine the impact of early interaction on the development of the self and other, on affect regulation and cognition. We will also look directly to contemporary research and how it can enhance our understanding and thinking about clinical work.

 

122: Ira Moses, Ph.D.

Ira Moses2nd Trimester, 10 sessions

Thursdays 7:30 – 9:30 p.m.

 

Inquiry and Free Association

We will review ways to integrate inquiry and modified free association with a variety of patients including those who tend to externalize, avoid introspection, act out, self-medicate, etc. We will also consider the 1) transference and countertransference dynamics of inquiry 2) the therapeutic action of inquiry to further the patient's articulation of inner experience and 3) inquiry as a counterpoint to the therapist's intuitive assumptions.

 

130: Mark J. Blechner, Ph.D.

Mark J. Blechner3rd Trimester, 10 sessions

Thursdays, 7:30 - 9:30 p.m.

 

Introduction Seminar to Dreams

This course addresses theoretical aspects of unconscious processes and their communication as seen in dreams. The focus will be, first, on understanding the structure of dreams and the psychology of the dream process, and second, on the clinical use of dreams in all phases of psychoanalysis.

 

Second Year Required Courses

210: Robert B. Shapiro, Ph.D.

Robert Shapiro1st Trimester, 10 sessions

Tuesdays, 7:15 - 8:30 PM

NOT GIVEN 2014/15

 

Evolution of the Person in Childhood and Adolescence - Clinical Theories - Their Sources and Context

A study of personality development from the points of view of intra- and interpersonal factors in the individual, the family, the society and the culture. This course will highlight the clinical implications of early life experiences.

 

211: Marcelo Rubin, Ph.D.

1st Trimester, 10 sessions

Tuesdays, 7:15 - 8:30 PM

 

Sullivan and the Beginnings of Interpersonal Psychoanalysis

This class will provide an in-depth focus on Harry Stack Sullivan's work. The historical context of his ideas and work, his developmental schema, the centrality of anxiety, and key concepts (i.e. security operations, detailed inquiry, parataxis, dissociation) are elaborated in a theoretical and a clinical framework. Students and instructors present clinical vignettes for clarification of the basic principles of treatment. Differences between the interpersonal orientation and approaches of other schools will be clarified.

 

212: Philip M. Bromberg, Ph.D. Lawrence O. Brown, Ph.D.

Philip M. BrombergLawrence O. Brown1st Trimester, 10 sessions

Thursdays, 8:00 - 10:00 PM

 

Case Seminar in Clinical Process

Emphasis will be on listening to clinical process in a manner that reveals how patient and analyst, through their complex, multi-layered relationship, are dissociatively enacting some aspects of their immediate experience that are excluded from cognitive representation and therefore cannot be explicitly addressed. Several members of the class will present process material using audiotape recordings of their ongoing work with a patient in psychoanalytic therapy or psychoanalysis. What the class experiences as it listens will be the matrix of discussion and, hopefully, will be related to relevant theoretical and clinical issues that broaden in scope as the seminar progresses. The goal is to facilitate increasing sensitivity to the interface between what is affectively enacted as dissociated communication and whatever is taking place consciously for each participant.

 

220: Sandra Buechler, Ph.D. Gurmeet Singh Kanwal, M.D.

2nd Trimester, 5 sessions

3rd Trimester, 10 sessions

Tuesdays, 7:15 - 8:30 PM

 

Psychopathology - Issues of Diagnosis, Entity, Process and Character

This course will deal with issues of diagnosis, character and the range of psychopathology. How a psychoanalytic perspective compares with a DSM-IV classification and the impact of diagnostic considerations on the analyst's technique will be explored.

 

221: Pascal Sauvayre, Ph.D.

Pascal Sauvayre2nd Trimester, 10 sessions

Tuesdays, 8:45 - 10:00 PM

 

Psychoanalysis in Context: A History of Ideas

This course provides a historical and theoretical overview of psychoanalysis, from Descartes, Freud and the birth of modernism through Lacan, intersubjectivity, and postmodernism. Its aim is to try to contextualize key concepts and ideas for psychoanalysis and to clarify their relevance to our clinical experience.

 

 

222: Warren Wilner, Ph.D. & Jenny Kaufmann, Ph.D.

Warren WilnerJenny Kaufmann2nd Trimester, 10 sessions

Thursdays, 7:30 - 9:30 PM

 

The Analytic Interaction: Transference - Countertransference

Transference and Countertransference issues as both an aid and hindrance will be discussed through student presentations and the literature..

 

 

230: Emily Kuriloff, Psy.D.

Emily Kuriloff3rd Trimester, 10 sessions

Tuesdays, 7:15 - 8:30 PM

 

Modern Interpersonal and Relational Perspectives

This course will be the third course in a second year survey of Interpersonal Psychoanalysis beginning with Sullivan's work and taking the student into the present. Both linkages to the past and the uniqueness of current positions are to be defined and compared. This course will build on the two previous courses in presenting contemporary interpersonal and relational views.

 

231: Anton Hart, Ph.D. & Melissa Ritter, Ph.D.

Melissa RitterAnton Hart3rd Trimester, 5 sessions

Tuesdays, 8:45 - 10:00 PM

 

Ethics in Psychoanalytic Practice

This course addresses ethical issues in contemporary psychoanalysis with an emphasis on matters clinical. Utilizing readings and case examples brought in by the instructor and the participants, the class aspires to serve as a forum for ethical group supervision. Particular attention will be paid to boundary conditions and to potential conflicts between the psychoanalytic endeavor and the contexts within which it is undertaken. Also addressed will be the unique contribution of a psychoanalytic sensibility to the formulation of an ethical stance.

 

233: Richard Loewus, Ph.D.

3rd Trimester, 10 sessions

Thursdays, 7:30 - 9:30 PM

NOT GIVEN 2014/15

 

The Problem of Technique

Psychoanalytic technique has fallen on hard times. It is generally accepted that there is no received technique, no one right way to handle any given clinical interaction. At the same time candidates come to training to learn general principles, perhaps even specific skills, necessary to conduct a successful analytic treatment. We will explore this tension through readings drawn from conflicting visions of analytic technique – received, improvised, spontaneous. The readings raise questions regarding the definition of fundamental tenets of clinical theory, the technical hypotheses they generate, and the problems they raise. During classes we will analyze transcripts of clinical process in order to explore the controversies raised by each week's readings and to gain our own perspective into the fundamental problem of learning to conduct a psychoanalytic treatment.

 

Third Year Required Courses

310: Seth Aronson, Psy.D., Deborah Fraser, Ph.D., & Richard Rubens, Ph.D.

Deborah FraserSeth Aronson1st Trimester, 10 sessions

2nd Trimester, 10 sessions

Tuesdays, 7:15 - 8:30 p.m.

 

Object Relations Theory

This course provides an overview of object relations theory through a consecutive focus on three major contributors: Klein, The British Middle School and Fairbairn.

 

311: Christopher Bonovitz, Ph.D.

Christopher Bonovitz1st Trimester, 10 sessions

Tuesdays, 8:45 - 10:00 p.m.

 

Comparative Theories of Therapeutic Action

This course will compare and contrast theories of therapeutic action across different psychoanalytic schools of thought. Using the candidates' knowledge of interpersonal psychoanalysis as a point of reference, forays into some of the other major psychoanalytic theories will involve reading early and contemporary theorists in developing a framework for how theoretical ideas translate into conceptions of mutative action and the presumed processes involved with bringing about change.

 

312: Amnon Issacharoff, M.D. & Gilead Nachmani, Ph.D.

Gilead NachmaniAmnon Issacharoff1st Trimester, 10 sessions

Thursdays, 7:30 - 9:30 p.m.

 

Working Psychoanalytically

The purpose of this course is to examine and consolidate psychoanalytic thinking in its application both to short- and long-term clinical work, and in particular to work with "difficult" patients posing difficult treatment predicaments. Working psychoanalytically entails an awareness of transference, insight and working through, as well as an interpersonal engagement with patients in whatever ways they choose to present themselves. This way of working effectively integrates psychoanalysis and psychotherapy in a common interpersonal approach. Readings will frame problematic situations for class discussion; presentations of clinical examples by instructors and candidates will provide in vivo application.

 

320: Sue Kolod, Ph.D. & William Lubart, Ph.D.

William LubartSue Kolod2nd Trimester, 10 sessions

Tuesdays, 8:45 - 10:00 p.m.

 

Sexuality and Gender

This course will be taught in two 5-week sections. Dr. Lubart's section of the seminar will focus on the historical and contemporary evolution of gender theory and its relevance to current psychoanalytic practice. We will cover gender-related issues as they arise in therapy, as well as selected themes in the psychoanalytic treatment of LGBT patients and families. Dr. Kolod's section of the seminar will focus on the importance of sexuality in clinical work. We will explore the impact of the hormonal body on the psyche; how to inquire about patients' sexuality; and how sexually charged transference and countertransference reactions (such as erotic attraction and disgust) arise to become part of the therapeutic work.

 

330: Ricardo Arango, M.D. Cleonie White, Ph.D.

3rd Trimester, 10 sessions

Tuesdays, 7:15 pm - 8:30 p.m.

 

Psychoanalysis: Race, Class, Culture, Difference

This course addresses various ways issues of race, ethnicity, social class, and difference influence the treatment process. The first section of the course provides a broad conceptual framework; the second section focuses on the Hispanic population of the United States as a case in point.

 

331: Joerg Bose, M.D.

Joerg Bose3rd Trimester, 10 sessions

Tuesdays, 8:45 - 10:00 p.m.

 

Kohut, Self Psychology and Current Derivatives

This course reviews basic concepts of Kohut's self psychology and their evolution in current self psychological thinking. The clinical usefulness of a concept of self and the postmodern challenge thereof will be discussed and studied in pertinent case vignettes.

 

 

500

Series - Elective Clinical Case Seminars

One Required

 

600

Series - Elective Courses

One Required

 

Fourth Year Required Courses

410: Anton Hart, Ph.D. & Sue Kolod, Ph.D.

Sue KolodAnton Hart1st Trimester, 8 sessions

Tuesdays, 7:15 - 8:30 PM

 

Seminar - Faculty and Candidate Presentations of Psychoanalytic Clinical Process

In this seminar senior psychoanalysts will present detailed clinical process material to demonstrate both how they work as well as to conceptualize what is transpiring. Candidates will be encouraged to question, explore and critique the material. Candidates will also have the opportunity to present clinical material. There is no formal reading syllabus for this class, though readings may be assigned as the need arises.

 

411: Christina Sekaer, M.D.

1st Trimester, 10 sessions

Tuesdays, 8:45 - 10:00 p.m.

 

Neuroscience and Psychoanalysis

The explosion of new data in neuroscience has made possible more detailed comparisons between specific brain and mind functions. Several areas will be explored with an eye on how neuroscience insights may enhance our psychoanalytic thinking.

 

420: Jay Greenberg, Ph.D.

Jay Greenberg2nd Trimester, 5 sessions

Tuesdays, 7:15 - 8:30 p.m.

 

 

 

 

 

 

 

421: Seth Aronson, Psy.D.

Seth Aronson2nd Trimester, 9 sessions

Tuesdays, 7:15 - 8:30 p.m.

 

Contemporary Kleinian Viewpoints

This course covers the major contributions of important neo-Kleinians such as Wilfred Bion, Hanna Segal, Betty Joseph, Ronald Britton and John Steiner, and explores post-Kleinian developments and issues such as contemporary understandings of the Paranoid-Schizoid, Depressive and Oedipal positions, therapeutic action and interaction, and the clinical use of projective identification. These contemporary Kleinian views will be compared and contrasted with interpersonal perspectives.

 

422: Elizabeth Hegeman, Ph.D. & Sharon Kofman, Ph.D.

Elizabeth HegemanSharon Kofman2nd Trimester, 10 sessions

Tuesdays, 8:45 - 10:00 p.m.

 

Trauma and Dissociation

The focus of this seminar will be to read contemporary essays on trauma, dissociation, and treatment. All participants will be encouraged to reflect on the readings through the lens of their own work with traumatized patients.

 

430: Ruth R. Imber, Ph.D.

Ruth R. Imber3rd Trimester, 8 sessions

Tuesdays, 7:15 - 8:30 p.m.

 

Contemporary Freudian - Classical Positions

Through readings, class discussions and a guest lecture this course will explore the defining aspects of present day Freudian theory and clinical practice. Contrasts to interpersonal/relational approaches will be emphasized.

 

 

432: Donnell B. Stern, Ph.D.

Donnell B. Stern3rd Trimester, 10 sessions

Tuesdays, 8:45 - 10:00 p.m.

 

Current Issues and Controversies

Each week we will take up a current issue or controversy in the field and discuss a couple of articles that address it. These issues and controversies have been chosen for their current significance, which means that they are some of the issues and topics that analysts graduating now will be thinking about for at least the next few years. Since this course takes place in the final trimester of the fourth year, our discussions will be contextualized by the question of what it means in today's world to be a psychoanalyst. What kind of practice can a graduate psychoanalyst expect to have? What kind of professional identity is desirable and possible? In exactly what sense are psychoanalytic ideas significant for the careers of graduate analysts? Some weeks will feature readings with two or more points of view about the same topic. Those topics include free association, the role of quantitative research in psychoanalysis, the question of how to define psychoanalysis in our current era of lower frequency treatment, the question of being the bad object or the good object, and the nature of termination. Other weeks will feature instead an examination of topics that seem bound to be interesting and important over the coming years. Those topics include witnessing in clinical practice, the nonsymbolic and the procedural in clinical process, and conceptions of otherness and the grasp of otherness in the consulting room.

 

500 Level Courses: Clinical Case Seminars

510: Ira Moses, M.D.

Ira Moses1st Trimester, 10 sessions

 

Clinical Case Seminar - Setting Limits and Engaging the Acting Out Patient

We will try to re-imagine setting limits as a collaborative process, with significant developmental roots, rather than a simple laying down of ultimatums. Therapists often avoid or reluctantly engage in setting limits out of our fear that no matter how thoughtfully we raise the issue we will be perceived as "judgmental" or we will see ourselves as a participant in a regressive enactment. When efforts at interpretation and empathic attunement fail, however, we must ask ourselves how best to engage the patient to address their safety and/or the integrity of the treatment in the face of impulsive/destructive behaviors. Limit setting, furthermore, becomes all the more difficult a task since we often wait too long to begin the discussion while the destructive behavior is escalating. Equally problematic is that once therapists try to set limits we may often react to the immediacy of the patient's reaction of hurt/anger and find ourselves rushing to repair. Further inquiry beyond these initial negative reactions may reveal, however, that the very interactions in the setting of limits might actually produce experiences of being "minded", held, cared for, etc. Clinical vignettes from the students' case material will be the primary source for this seminar.

 

511: Darlene B. Ehrenberg, Ph.D.

Darlene B. Ehrenberg1st Trimester, 10 sessions

Tuesdays, 11:45 a.m. - 1:15 p.m.

 

Clinical Case Seminar - Working at the Intimate Edge

The focus of this seminar will be on how, when appropriate, the exquisite tracking of moment- to-moment shifts in the affective experience of both patient and analyst, as they engage with each other, can allow for opening immediate experience in ways that can become transforming. Theoretical issues relating to how we use ourselves as analytic instrument, given our unconscious vulnerabilities, will also be explored, with special consideration of conceptions of the nature of therapeutic action, and how the choices we make in terms of how we respond (or not) at any given moment may open and close different analytic possibilities. Attention will also be paid to issues of "being" vs. "knowing" in the analytic encounter. Participants are encouraged to bring in clinical process if they would like to.

 

512: Richard H. Loewus, Ph.D.

1st Trimester, 10 sessions

 

Developing and Formulating One's Clinical Voice Day and Time to be determined.

Will be held in instructor's office.

Each of us develops an individual clinical voice and style based on the clinical theory we choose and the understanding of it we create. Yet often why we do what we do clinically is less formulated than we believe. Through the seminar participants' collective examination of their presented clinical process, each will have the opportunity to explore the conscious clinical principles as well as the less formulated variables that inform work with patients. The object will be to foster the articulation of each participant's developing clinical voice at this stage in training.

 

520: Eric Singer, Ph.D.

2nd Trimester, 10 sessions

Tuesdays, 1:45 - 3:15 p.m.

 

Clinical Case Seminar

The focal point of this seminar will be the role of the analysts personality as it affects the course of the analysis. Candidates will present vignettes from their work for discussion

 

521: Irwin Hirsch, Ph.D.

2nd Trimester, 10 sessions

Wednesdays, 1:30 - 2:45 p.m.

Will be held at instructor's office.

 

Interpersonal and Relational Approaches to Countertransference: A Clinical Seminar

After an introductory lecture on the variety ways the concept of countertransference is conceptualized and used among the major contemporary psychoanalytic traditions, the remainder of the seminar will be devoted examining this as it is enacted in clinical process. I plan to present the opening clinical illustration, and subsequent to this each class member will be asked to present his or her own clinical material. The focus of my commentary will highlight how analysts' unwitting participation impacts clinical process, and how analysts' awareness of this affords the possibility of a more rich therapeutic interaction.

 

522: Nicholas Samstag, Ph.D.

Nicholas Samstag2nd Trimester, 10 sessions

Wednesdays, 11:00 - 1:30 pm

 

Getting Real with Psychoanalytic Readings

Time and dates are negotiable

 

The purpose of this course is to give the analytic candidate a forum within which to consider what his or her favored concepts are, and how these preferences relate to their personal history. The course will also encourage open and frank discussions concerning how personal development necessarily shifts analytic preferences. The net goal of all this is to de-mystify and de-politicize theoretical allegiances for the clarity of the analyst and the ultimate benefit of the patient. A net gain of the course will be to highlight the analyst's transference/countertransference relationship(s) to analytic theory, and how these relationships are witnessed in therapeutic action. To that end, clinical material will be presented to illuminate specific interactions among analyst, theory, and praxis.

 

530: Ruth H. Livingston, Ph.D. & Janet Tintner, Psy.D.

3rd Trimester, 10 sessions

Thursdays, 1:00 - 3:00 pm

 

Talking Taboo, Writing Taboo: Opening up feelings – Inviting discussion of the Analyst's Physical Self

This clinical seminar will identify and invite articulation of complex, "taboo" feelings about the analyst's physical self – including visible and invisible physical factors -- that patients may resist, dissociate, or deny. It is hoped that expressing such feelings in the context of the analytic relationship will galvanize unspoken and forbidden aspects of the negative transference/countertransference, and thus enliven and enrich the treatment. Technical problems will be addressed, and clinical discussion will pinpoint facets of individual analysts' physicality that may be difficult to hear and discuss. Both instructors will use their ongoing written work in this arena, and candidates will also use clinical discussions to develop a written project of some sort; i.e., a blog, a paper, or an oral presentation.

 

531: Lawrence Epstein, Ph.D.

3rd Trimester, 10 sessions

Thursdays, 1:00 - 2:30 pm

 

Countertransference

The instructor and students will present countertransference difficulties to determine both how they might be hindering the therapeutic process and how they might possibly illuminate the meaning and function of ongoing transferences and resistances. Historical and theoretical countertransference issues will be discussed as they arise in connection with the assigned readings and/or clinical material.

 

532: Richard Gartner, Ph.D.

3rd Trimester, 10 sessions

Thursdays, 1:30 - 3:00 pm

Richard GartnerAdvanced Clinical Seminar in Working with Sexually Abused and/or Dissociated Patients

This seminar includes intensive ongoing discussion of students' cases that have issues involving sexual abuse and/or dissociation due to trauma. Students should have some familiarity with the work of Bromberg, Davies and Frawley, and Gartner, or expect to read from their work during the course.

 

 

 

600 Level Courses: Elective Courses

610: Robert Langan, Ph.D.

10 sessions

Robert LanganTrimester, day and time will be negotiated with instructor.

 

Reading as Stance

This seminar proposes collaboratively to construct a notion of psychological stance as a kind of reading, an active and automatic construction of experience into self-in-the-world. Commonalities in the reading of literature, self, and another person will be considered. Literary readings might include Nabokov, Bakhtin, Bromberg, and Winnicott, depending on the interests of the class.

 

 

611: Evelyn Hartman, Ph.D.

1st Trimester, 10 sessions

Mondays, 1:00 - 2:30 PM
Time and dates are negotiable.

 

Psychodynamics of Love

This course will examine the psychoanalytic literature on the dynamics of romantic love. We will consider definitions of and developmental precursors to romantic love as well as developmental trajectories that lead to difficulties in love relationships. We will examine the development of sexuality and attachment and its relationship to the development of a romantic object. Subjective dimensions of romantic love such as passion, desire and erotic experience as well as the role of fantasy within these will be examined. Finally, changes over time in long lasting love relationships will be addressed. Clinical examples will be presented.

 

612: Sarah Stemp, Ph.D.

1st Trimester, 10 sessions

Tuesdays, 11:45 – 1:15 p.m.

Dates and times may be negotiated.

 

Aspects of Termination

This course will focus upon the co-construction and experience of the termination phase of psychoanalysis and psychoanalytic psychotherapy. We will also consider issues involved in other kinds of endings as well, such as terminations due to a variety of external factors, or prolonged impasse. The course will address assessment of readiness (timing), characteristic issues which typically emerge for patient and analyst during the termination phase (e.g., mourning, regression, pride in and envy of growth and achievement, acceptance of limitation and imperfection, etc.), and questions around post-termination contact. Throughout, using clinical material, particular attention will be given to transference-countertransference dimensions of the termination process.

 

613: Shelly Goldklank, Ph.D.

1st Trimester, 10 sessions

Tuesdays, 12:15 – 1:45 p.m. (Flexible)

Will be held at instructor's office.

 

Integrating Interpersonal Psychoanalysis and Couples Therapy

We will discuss an integrative psychoanalytic-systemic approach to treating couples in psychotherapy.

 

614: George Satran, M.D.

 

Readings in Current Psychoanalytic Journals

Trimester and time flexible, as course or tutorial

Ten articles from recent journals will be selected by class members and instructor to gain a sense of the current pulse in psychoanalytic thinking.

 

615: Joseph Schachter, M.D., Ph.D.

1st Trimester, 10 sessions

Wednesdays, 12:00 - 1:30 p.m.

 

Clinical/Analytic Research Course for Candidates and Faculty

The purpose of this course is to assess whether developing a research orientation towards clinical material will increase the range and scope of psychodynamic hypotheses about that material. The development of a research orientation involves enhancing awareness of the limitation of our knowledge and understanding of these clinical materials. Emphasis will be placed upon the tentativeness with which interventions should be made and the capacity to develop tolerance for uncertainty. Sessions for each patient discussed will be presented seriatim for four weeks each.

 

 

616: Robert Gaines, Ph.D.

Robert Gaines1st Trimester, 10 sessions

Tuesdays, 1:30 - 3:00 p.m.

Will be held at instructor's office.

 

Psychoanalytic Approaches to Supervision

This course will be aimed at students who have had no formal training in supervision or have begun doing some supervision.

While there is no cohesive model of the supervisory process, it has been more thoroughly studied and conceptualized then many clinicians realize. This course will attempt to acquaint students with that work. This course will attempt to articulate an interpersonal/relational point of view. The main features of that point of view are an emphasis on the supervisory relationship as a collaborative endeavor, and an alertness to the ongoing experiences of both participants in the relationship and the way those experiences can facilitate or hinder learning.

This course will aim to acquaint students with the basic tools of the supervisor and to give them some experiential exposure to their own personally based biases, blind spots, strengths, and weaknesses as supervisors.

 

617: Evelyn Hartman, Ph.D.

 

Dream Group

Day and Time: TBA

As we listen to our patients' dreams, we will consider their associations and our associations, with an ear to group process , as we understand the unique contribution offered by a dream along the royal road of analytic work .

 

620: Mark Goldenthal, Ph.D.

2nd Trimester, 10 sessions

Tuesdays, 3:00 - 4:30 p.m.

 

Current Research in Complex Psychopathology

When failure in the facilitating environment seems an inadequate explanation for the complexity and severity of a person=s psychopathology, having access to research may enhance the quest for meaning and understanding. This course will review current research about psychopathology including depressive disorders, bipolar disorders, and various combinations of affective disorders with anxiety, attention deficits, and personality disorders. Studies in biological psychiatry, clinical and neuropsychology research will be discussed. The focus will be on the reciprocal interaction of biological and psychological processes especially as it impacts psychoanalytic work (e.g. affect regulation, primitive defenses, object representations, counter-transference, etc.) with people who have severe and complex psychopathology.

 

621: Emily Kuriloff, Psy.D.

Emily Kuriloff2nd Trimester, 10 sessions

Thursdays, 12:45 - 2:00 p.m.

 

Comparative Models of Therapeutic Action

What works with patients, and why? This course will examine the debate in a fashion useful to the working analyst. Is it still about making the unconscious conscious? Transference analysis? How do we integrate fantasy and interaction in the here & now? Empathic listening and confrontation? Reliving and new experience? Readings will vary from year to year, depending on the needs of the group, but will include works by Klein, Kohut, Sullivan, and Levenson. Loewald, Shafer, Greenberg and other integrative thinkers will aid in our synthesis.

 

622: Jenny Kaufmann, Ph.D.

Jenny Kaufmann2nd Trimester, 10 sessions

Wednesdays, 2:00 - 3:30 p.m.

or

Thursdays, 7:30 - 9:00 p.m.

 

Comparative Conceptualizations and Treatment Approaches to the Grandiose Patient

Instructor is flexible about times.

Will be held in instructor's office.

How do you understand and work with patients who present with what different clinician writers have conceptualized as defensive grandiosity, defensive omnipotence, false self disorders, manic defenses, and the grandiose pathological self? These patients can present as overtly arrogant, entitled and in control or on top of everything or they can be deflated, and self deprecating while maintaining secret fantasies of perfectionistic grandeur. We will consider and compare Kohut, Stolorow, Winnicott, Bach, Mitchell, Klein and Kernberg's perspectives about such patients. In the process we will not only think about how these writers conceptualize such patients but also consider how they vary in terms of how to approach these patients clinically. Candidates will be encouraged to evolve their own more integrated and inclusive approach and apply their ideas to clinical cases throughout.

 

623: Ronald N. Puddu, LCSW

2nd Trimester, 10 sessions

Tuesdays, 11:45 - 1:15 p.m.

 

The Relationality of Harold Searles

Familiarity with Harold Searles' therapeutic sensibility has the effect of enhancing one's ability to use subjective affective experience in understanding treatment difficulties. This may, in turn, engender a growing feeling of confident functioning so important to the process of consolidating a therapeutic identity and personal therapeutic style. We will be exposed to Searles' creative mind where developmental thinking is closely tied to clinical understandings and interventions that are unique in the analytic literature. Anticipating multiple self-state theory is Searles' interest in bi-lateral dissociative experience and the inevitable enactments that lead to their explication. He contends that patient's impressions of the analyst are rooted in some dissociated "not me" reality concerning the analyst's personality or self-state and that waking the analyst from this dissociated slumber is pre-requisite to growth on the part of both participants. Within his non-dogmatic integration of internal object-relations theory with inter-personal theory as but two sides of one coin, familiarity with his work contributes to candidate's self-consolidating access to inner process in the face of the inevitable vicissitudes of the treatment situation.

 

624: Melissa Ritter, Ph.D.

Melissa Ritter2nd Trimester, 10 sessions

Fridays, 11:30 - 1:00 p.m.

 

Erotic Transference/Countertransference

This will be a small group (limited to 6 advanced candidates) clinical case/process seminar with supplemental readings. The open discussion of what is a particularly challenging, often tangled, sometimes aversive, occasionally enthralling, aspect of clinical work will be central to this training experience. Participants will be encouraged to share questions, concerns, confusions, theories and the random certainty. We will focus on the clinical work of both candidates and instructor.

 

630: Robert Langan, Ph.D.

Robert Langan3rd Trimester, 10 sessions

Tuesdays, 11:30 - 12:45 p.m.

 

Attending Within: Strategies of Buddhism and Psychoanalysis

Dates and Time by Arrangement.

Will be held at instructor's office.

How do you decide, when sitting with a patient, or for that matter, when sitting with yourself, what to pay attention to? A foundational assumption of psychoanalysis is that one has more leeway in choosing than at first it appears, and that by choosing differently comes the possibility of living differently. One can alter the nature of self experience. Similarly, a foundational assumption of Buddhism is that the givens of reality are in a profound way illusory, and that realization of how this is so leads to a profound alteration in the nature of self experience. The strategies of Buddhism and psychoanalysis that lead toward such alteration bear comparison. The goal of the course is to highlight attention to attention as an introspective wild card in personality change. Its relevance is both clinical and personal.

 

631: Sharon Kofman, Ph.D.

Sharon Kofman3rd Trimester, 10 sessions

Tuesdays OR Thursdays 3:00 - 4:15 p.m.

 

Intergenerational Transmission of Trauma

The intersubjective turn in psychoanalysis has heightened interest in the intergenerational transmission of trauma and its haunting consequences. With a focus on early relational trauma and historical trauma, we will explore how trauma is transferred and complexly manifested in subsequent generations. We will trace the variety of ways the concept of intergenerational transmission is conceptualized and considered within contemporary psychoanalytic adult and parent-infant treatment. We will also explore the relevance of these processes for clinical listening and the patient-analyst interaction. Materials for the course will include case studies and treatment literature, memoirs, and film excerpts.

 

632: Grant Brenner, M.D.

3rd Trimester, 10 sessions

Time and dates to be negotiated

 

More Simply Complex Than Otherwise

Nonlinear Dynamic Systems Theories represent a paradigm shift, marrying "subjective" and "objective" aspects of understanding in a broad framework within which specific analytic theories can be located. This course provides a basic competency with complexity theories in order to re-frame key areas of psychoanalytic interest, to enhance analytic work, and to open up new possibilities for experiential understanding in the analytic consulting room.

 

633: Pascal Sauvayre, Ph.D.

Pascal Sauvayre3rd Trimester, 10 sessions

 

Lacanversation

Day and time to be determined.

To be held in instructors office.

The goal of this course is to establish a rudimentary knowledge of Lacan's theory and clinical approach (Lacanian 101) in order to provide a point of difference (for us) from which to view Freud and psychoanalysis in America, and thereby to bring into focus assumptions that would otherwise remain unquestioned (at least in these unique ways). Some of Lacan's seminal texts from Ecrits and The Four Fundamental Concepts of Psychoanalysis are studied in detail, with the help of accompanying explanations and commentaries by Fink, Zizek, and Winnicott. The expectation is to familiarize ourselves with the language and way of thinking, enough to seem conversant only for the uninitiated, but acknowledging that we could converse haltingly in broken Lacanian to those educated in this mindset. It is hoped, however, that this Lacanian primer will help us expand our psychoanalytic horizons, not just as American psychoanalysts but also as interpersonalists in particular.

 

634: Lisa Robin

3rd Trimester, 10 sessions

Fridays, 10:00 - 11:45 a.m.

 

The Inner Life of the Analyst

Myriad human struggles confront the psychoanalyst over time. Feelings of vulnerability, greed, ambition, competitiveness, longing, and insecurity impinge on clinical work and professional development, but typically remain unexplored in published material and training program curricula. I propose that neither metapsychology nor clinical theory provide sufficient framework to account for this personal idiom of the psychoanalyst's endeavor. It is therefore necessary to distinguish expectable personal human vagaries from those that arise in the context of the clinical situation (i.e., countertransference, enactment, projective identification, etc.). Participation in this course will familiarize candidates with key papers – both classic and contemporary – that address the human internality of the psychoanalyst. To facilitate exploration, readings are grouped into three categories: The Analyst's Growth, The Analyst's Transparency, and The Analyst's Personal Life Factors. Participants are free to share clinical material from their own work as a way to deepen understanding of the readings, but our focus will be to discuss the assigned material and the concomitant issues that arise.

 

635: Dodi Goldman

3rd Trimester, 10 sessions

 

Winnicott's Search for Himself as Clinician

Psychoanalytic ideas flourish in a variety of ways: through careful attention to accumulated clinical data over time, observations of child development, open discourse with extra-analytic disciplines, accommodation to shifting cultural trends. But innovative theories also form externalized symbolic structures reflecting the theorist's own self. They can be efforts at self cure. Using Winnicott as illustration, the elective explores how Winnicott's theory mirrors his own subjectivity. Participants will read together passages from Winnicott's private correspondences, autobiographical notebook, and public talks to consider the link between his life and theory

 

636: TBD

3rd Trimester, 10 sessions

Saturday, 9:30 – 12 p.m. & 1:30 – 4:00 p.m.

Date to be arranged in conjunction with participants.

 

New York State Mandates: Child Abuse Reporting, Scope of Practice, and Professional Malpractice

This course is designed to provide New York State mandated information about legal requirements to report child abuse, and to practice ethically within guidelines defining scope of practice. Completion of this course and passing its Mandates Quiz should meet pertinent stipulations to qualify as a Licensed Psychoanalyst

 

640: F. Marrocco; D. Glazer; M. Ritter; M. Blechner; J. Drescher

THIS COURSE RUNS FOR TWO YEARS

 

Psychotherapy with LGBT People

This course is designed to enhance participants' knowledge of the range of issues commonly faced by LGBT people throughout the lifespan. The course integrates a developmental perspective with a special topics/clinical issues focus, to help deepen a psychosocial understanding of this population. The course is team taught to draw maximally on the LGBT expertise in our community. Meets four sessions per year over a two year span (1st Tuesdays in November, February & April; 2nd Tuesday in June. All classes meet from 10:00-11:30 AM at the White Institute).