Intensive Psychoanalytic Psychotherapy Program (IPPP)

Training & Education » Intensive Psychoanalytic Psychotherapy Program (IPPP)

The Intensive Psychoanalytic Psychotherapy Program (IPPP) is a 28-week, practice-oriented educational program designed for working clinicians who wish to learn the Interpersonal psychoanalytic perspective. Students will deepen their clinical work and learn to apply new theoretical concepts to clinical situations.  Through theoretical coursework, clinical seminars, individual supervision and the peer experience, clinicians will approach their work with an increasing sophisticated psychodynamic sensibility.

 

The evening consists of a Theoretical Seminar immediately followed by a Clinical Case Seminar. The case seminar provides the opportunity for expanding and deepening the learning process with clinical material presented by students and faculty.

 

Clinical Case Seminars are divided into four, seven-week modules, each taught by a different instructor.

 

Theory courses:

1- Consultation and Beginning a Treatment

2- Child Development and Adult Psychotherapy

3- Key Concepts in Psychoanalytic Psychotherapy

4- Listening, Formulating and Intervening

 

 

DATES for 2020-2021

 

An IPPP Open House will take place on May 4th, 2020.


 

Orientation - Sept. 10
Mod 1 Sept. 17, 24 Oct. 1,8,15,22,29
Mod 2 Nov. 5,12,19 Dec. 3, 10, 17, Jan. 7
Mod 3 Jan. 14, 21,28 Feb. 4, 11,18, 25
Mod 4 March 4, 11, 18, 25, April (April 1 Spring break no classes) 8, 15, 22
Graduation April 25
Open House April 26

 

 

Total Continuing Education Credits: 70 - 17.5 Credits per module

 

 

Individual consultation sessions are included in the tuition, between 10-4 in the private offices of the program faculty. Consultation sessions outside of these hours can be made available for a reduced fee. All consultants are graduates of the William Alanson White Psychoanalytic Training Program, including Training and Supervising Analysts and Supervisors of Psychotherapy.

 

 

The IPPP program fosters collegiality and involvement in the overall White community.  All participants are invited to the Institute’s Tuesday morning Clinical Services Meetings, the White Society Colloquia, and ongoing White Study Groups.  All participants in IPPP will also receive a complementary online copy of the Institute’s internationally acclaimed journal, Contemporary Psychoanalysis.

 

 

ADMISSIONS

 

Tuition, including individual consultation, is non-refundable $3,950. Complete the  application form online and send it along with a $100 application fee, to the Registrar, The William Alanson White Institute, 20 West 74th Street, New York City, NY 10023. Applications will be considered as they are received. The application process also includes a personal interview.

 

Participants are required to carry professional liability insurance and to provide their own psychotherapy patients for supervision.

 

Admission preferences will be given to New York State licensed mental health professionals whose licensed “scope of practice” includes the practice of psychotherapy, either privately or in institutional settings.  Other psychotherapists possessing a different educational background may also apply.

 

Applicants’ familiarity with psychoanalytic thinking and personal experience in psychotherapy or psychoanalysis are considered in the admissions process. Individual treatment is essential to good clinical work and experience in psychoanalytic psychotherapy or psychoanalysis is strongly recommended. Upon request, we can help find appropriate and affordable therapy.

 

A certificate of completion of coursework is awarded at the end of year one.

 

If you have further questions, please contact the Director of the Program, Dr. Miri Abramis at drmabramis@gmail.com or 212 877-8419.

 

 

 

Register Here

(For applications after August 1, 2020, please contact drmabramis@gmail.com directly.)

 

 

IPPP Learning Objectives:


First Quarter: Learning Objectives- Consultation and Beginning Treatment


  1. Students will be able to list 6   elements which are characteristic of the Interpersonal approach to Intensive Psychoanalytic Psychotherapy treatment.

  2. Students will be able to describe 4 important criteria, which need to be present, from an Interpersonal perspective, in order to begin an Intensive Psychoanalytic Psychotherapy treatment.

  3. Students will be able to enumerate 6 barriers to engaging a patient in a beginning Intensive Psychoanalytic Psychotherapy treatment.

  4. Students will be to detail 4 ways in which the therapist can use the Interpersonal approach to Intensive Psychoanalytic Psychotherapy treatment to engage the patient at the beginning of the psychotherapy treatment.

  5. Students will be able to discuss the importance of the therapeutic frame (i.e. space, time, money) for safety, and creating psychic boundaries around the treatment situation.

  6. Students will be able to understand the place of Interpersonal/Relational psychoanalytic thinking in the development of the psychoanalysis.

  7. Students will be able to state the difference between psychoanalytic psychotherapy and psychoanalysis.

  8. Students will be able to specify data gathering in the initial consultation and how this relates to initial hypotheses and beginning a treatment.

  9. Students will be able to specify the particular thinking behind the “detailed inquiry” and the elaboration of experience in interpersonal psychoanalysis.



 

Second Quarter: Learning Objective: Key Concepts



  1. Explain primary conceptual differences among the three basic psychoanalytic models (relational matrix/interpersonal, developmental arrest, and classical drive conflict) with respect to motivation for change, patient-analyst relationship, and therapeutic action.

  2. Aware of their own definitions of the concept of the  “unconscious” (or unconscious processes) and be able to discuss differences between among the three models about the concept of the unconscious.

  3. Discuss different concepts of transference/countertransference among the three models, how different concepts affect therapeutic action, and how they use these concepts in their own work.

  4. Explain concepts of enactment and regression, how enactments and regression are embedded in the transference/countertransference matrix, and how enactments and regression may be used to focus therapeutic action.

  5. Discuss the concept of resistance as a force imposed by the patient versus a function that keeps the patient from experiencing better awareness about his/her life.

  6. Discuss the difference between repression and dissociation, how trauma and dissociation are connected to research on PTSD, memory, and neuropsychology, and how trauma and dissociation are handled in the relational/interpersonal model.


 

Third Quarter: Development and Adult Treatment


  1. Students will be able to explain primary conceptual differences among the three basic psychoanalytic models (relational matrix/interpersonal, developmental arrest, and classical drive conflict) with respect to motivation for change, patient-analyst relationship, and therapeutic action.

  2. Students will be able to be more aware of their own definitions of the concept of the  “unconscious” (or unconscious processes) and be able to discuss differences between among the three models about the concept of the unconscious.

  3. Students will be able to discuss different concepts of transference/countertransference among the three models, how different concepts affect therapeutic action, and how they use these concepts in their own work.

  4. Students will learn about concepts of enactment and regression, how enactments and  regression are embedded in the transference/countertransference matrix, and how enactments and regression may be used to focus therapeutic action.

  5. Students will be able to discuss the concept of resistance as a force imposed by the patient versus a function that keeps the patient from experiencing better awareness about his/her life.

  6. Students will be able to discuss the difference between repression and dissociation, how trauma and dissociation are connected to research on PTSD, memory, and neuropsychology, and how trauma and dissociation are handled in the relational/interpersonal model.


Fourth Quarter: Learning Objectives: Listening, Formulating and Intervening

 

  1. Students will be familiar with at least threes approaches to psychoanalytic listening, including self-psychological, relational and interpersonal.

  2. Students will be able to link theories of listening with clinical formulations in the clinical setting.

  3. Students will be able to discuss at least three types of intervention including: inquiry, content interpretation and process interpretation or counter-transference use.

  4. Students will be able to discuss how listening bias influences what is interpreted or not interpreted in the session.

  5. Students will describe two articles on listening and how there approach can improve patient care.

  6. Discuss two ways to incorporate theoretical ideas about listening into our clinical practice.

  7. Explain how different orientations (primarily object relations, relational and interpersonal) influence what you listen for and to in a session.