Online Intensive Psychoanalytic Psychotherapy Program (Online IPPP)

Training & Education » Online Intensive Psychoanalytic Psychotherapy Program (Online IPPP)

THE 2018 ONLINE INTENSIVE PSYCHOANALYTIC PSYCHOTHERAPY PROGRAM (THE ONLINE IPPP) will meet on Wednesdays from January 10, 2018 to August 15, 2018 from 11:15AM - 2:00PM EST.

The Online IPPP is a 28-week, practice oriented, totally interactive educational program. It is designed for working clinicians who wish to learn the Interpersonal psychoanalytic perspective but are unable to come to New York City to participate in our in-person program. The Online IPPP will be conducted via ZOOM, an online interactive teaching medium which is used by many universities for interactive distance learning. Both the New York based and the Online IPPP programs enable students to deepen their clinical work and learn to apply new theoretical concepts to clinical situations. Through coursework, clinical case seminars and a collegial peer experience, clinicians will learn to approach their work with an increasingly sophisticated psychodynamic sensibility.

TRAINING

Wednesdays 1/10/18 - 8/15/18

Weekly training consists of two elements: lectures in theory and group case seminars. The 28 week program is comprised of four modules, each seven weeks in duration. Training will be held online on Wednesdays from 1/10/18 to 8/15/18. The theory class is 75 minutes long, with a 15 minute break, followed by the group case seminar for another 75 minutes. Based on teacher schedules, the order of the classes may occasionally be flipped.

 

Theory Classes:

11:15AM - 12:30PM ET

Module 1: Consultation and Beginning a Treatment
Module 2: Key Concepts in Psychoanalytic Psychotherapy
Module 3: Child Development and Adult Psychotherapy
Module 4: Listening, Formulating and Intervening

 

Group Case Seminars:

12:45PM - 2:00PM ET

The group case seminars provide the opportunity for expanding and deepening the understanding of theory with clinical material presented by students. These group case seminars are similarly divided into four modules of seven weeks each and develop the material in the theory classes.

 

The IPPP program fosters collegiality and involvement in the overall White Institute community. Online relationships between students in the class are encouraged. All participants will receive a complementary online copy of the Institute's internationally acclaimed journal, Contemporary Psychoanalysis.

 

DATES FOR 2018 ONLINE IPPP TRAINING

Module I: 1/10/18-2/21/18
Module II: 3/7/18-4/18/18
Module III: 5/2/18-6/13/18
Module IV: 6/20/18-8/8/18 (except 7/4/18)

 

Please note, the instructor may schedule a makeup session during the interim week between modules, if necessary.

 

TUITION

Tuition is $3,000 and is nonrefundable.

 

ADMISSION

Please complete the application form online with a $50 application fee paid via PayPal. Applications will be considered on a rolling basis as they are received. You will be contacted for your personal online interview.

 

Applicants are required to carry professional liability insurance.

 

Applicants are expected to have their own psychotherapy patients for discussion in the theoretical class and the group case seminar.

 

Applicants must be licensed mental health professionals including but not limited to psychiatrists, psychologists, social workers, nurse practitioners, family therapists, couples therapists and art therapists. Others whose licensed scope of practice includes the practice of psychotherapy, either privately or in institutional settings, may also apply. International students are welcome to apply.

 

Applicants' level of familiarity with psychodynamic thinking and personal experience in psychotherapy or psychoanalysis are considered in the admission process. Because being in individual treatment contributes to doing good clinical work, we strongly recommend students be in their own treatment to maximize the benefit of being in the Online IPPP program. Similarly, we strongly encourage all participants to be in individual local supervision.

 

HISTORY OF THE WILLIAM ALANSON WHITE INSTITUTE

The White Institute was founded in 1943 by interpersonal psychoanalysts Harry Stack Sullivan, Clara Thompson, Frieda Fromm-Reichman and Eric Fromm, among others. Our primary function has always been and continues to be the training of psychoanalysts. Over a decade ago we started training psychotherapists in our in-person IPPP program. In 2016 we expanded this training to therapists online with Russian translation. We are now expanding our online training of therapists to English speaking students.

 

INTERPERSONAL PSYCHOANALYSIS

The White institute's analytic position is Interpersonal. This position was shaped by the founders' belief in the continuous, unconscious, mutual influence of the analyst and patient upon one another. Interpersonal psychoanalysis and psychotherapy are thus two-person experiences because both the analyst and patient are affected by their pasts as they are embedded in the present. These interpersonal theories are threaded
into the body of analytic theory presented in the Online IPPP clinical theory lectures and group case seminars.

 

CERTIFICATE OF COMPLETION AND CME/CE/CEU CREDITS

A certificate of completion of coursework is awarded at the end of the course. 70 CME credits are available for physicians. CE credits may be available for other professions on a state-by-state basis.


If you have further questions before applying, please feel free to contact the Director of the program, Karen G. Gennaro, MD at karenggennaro@aol.com. Please type "Online IPPP" in the subject line. Thank you.

 

APPLY HERE

 

 

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.