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-    Key Concepts in Psychoanalytic Psychotherapy

3-    Child Development and Adult Psychotherapy

4-    Listening, Formulating and Intervening

 

DATES for 2017-2018

Module 1: 9/7, 14, off, 28, 10/5, 12, 19, 26

Mod II: 11/2, 9, 16, off, 30, 12/7, 14, off, off, 1/4

Winter party and meeting - TBA

Mod III: 1/11, 18, 25, 2/1, 8, 15, off, 3/1

Mod IV: 3/8, 15, 22, off, 4/5, 12, 19, 26

Graduation and final meeting: May 6

 

 

Twenty 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 $3,600. 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.

 

Applications must be received by July 1

 

Register Here

 

Learning Objectives

 

 

Learning Objective: Beginning Intensive Psychotherapy – First Quarter:

 

 

1.            To investigate issues related to the therapeutic frame as a bridge into   tramsference/countertransference enactments:

Objective one was met:

 

2. The above objectives will result in an increase in my professional competence.

 

3.            To begin to develop an understanding of how drive theory informs current contemporary therapeutic approaches.

Objective two was met:

 

4. The above objectives will result in an increase in my professional competence.

 

5.            To understand and explore basic principles of interviewing, including the role of the interview/therapist, and how their relevance to long-term treatment.

Objective tree was met:

 

6.            To explore the historical development of the different theoretical approaches both within the field and within the larger cultural/intellectual context.

 

 

Learning Objective: Key Concepts – Second Quarter

 

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. The above objectives will result in an increase in my professional competence.

 

3. 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.

 

4. The above objectives will result in an increase in my professional competence.

 

5. 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.

 

6. 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.

 

7. 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.

 

8. 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.

 

 

Learning Objective: The Past in the Present Third Quarter:

 

1.         Students will be exposed to issues of class, gender, and sexual orientation as they affect the conduct of psychotherapy.

 

2.         The above objectives will result in an increase in my professional competence.

 

3.         Students will address the various theoretical approaches to a number of factors - self-destructive behavior, conflicting values, resistance, and anxiety - that often impede psychodynamic psychotherapies.

 

4.         The above objectives will result in an increase in my professional competence.

 

5.         To understand what a therapeutic impasse is - that is, to understand the concept and to get some ideas about how to work with it analytically.

 

6.         To understand some of the larger contexts in which an impasse occurs - this takes the concept of the course into account - that is, the impact of race, culture, gender, sexual orientation, etc. and how these unspoken issues can lead to a therapeutic impasse.

 

 

 

Learning Objective: Listening Formulating and Intervening

 

1.            To familiarize students with the relevant literature on listening.

2. The above objectives will result in an increase in my professional competence.

3.            To incorporate theoretical ideas about listening into our clinical practice.

4. The above objectives will result in an increase in my professional competence.

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

 

6.         To study how that listening bias then influences what is interpreted or not interpreted in the session.

 

Learning Objective: Clinical

1.  Was the instructor skillful in getting students to prepare for the class?

2.  Did the instructor put effort into thinking about the process notes in advance, and considering what he/she wanted to convey to the students?

3.  Does the instructor convey a sense of authority about doing clinical work?

4.  Did the instructor have a clear point of view (about doing clinical work) that he/she wanted to get across?

5.  Did you learn something new about doing clinical work?  If so, what did you learn?

6.  How well did the instructor facilitate class discussions?

7.  Did this class inspire you to want to learn more about becoming a psychodynamic clinician?  If so, explain.

8.  To what degree were your expectations for this class fulfilled?  Please explain.