White Institute Calendar
WHAT REALLY WORKS?: PSYCHODYNAMIC PSYCHOTHERAPY WITH CHILDREN AND ADOLESCENTS
WHAT REALLY WORKS?
WITH CHILDREN AND ADOLESCENTS
Overview of the Program
The William Alanson White Institute is offering a unique program for clinicians of all levels of experience, starting in January 2022. The program is focused on 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.
Early Registration until 11/15/21 $450
Professionals after 11/16/21 $550
Candidates and Students $400
Returning Participants $450
When: 7:30 – 9:00 pm on the second Monday of the month
January 10, 2022, February 14, March 14, April 11, May 9, June 13,
September 12, October 10, November 14, December 12
Where: Online – William Alanson White Institute Zoom Link
Continuing Education Credits: 15
Wendy Panken, LCSW, Program Director
Class 1 Daniel Gensler, Ph.D. January 10, 2022
How To Start: Engaging and Beginning Treatment with Children and Adolescents
Altman, N., R. Briggs, J. Frankel, J. et al. (2002). Launching the Therapy with the Child. In Relational Child Psychotherapy. New York: Other Press, pp. 231- 252.
Gaines, R. (1995) The Treatment of Children. In Handbook of Interpersonal Psychoanalysis, Ed.: Marylou Lionells, John Fiscalini, Carola H.Mann, & Donnel B. Stern. The Analytic Press: Hillside, NJ, pp. 751-769.
1. Students will be able to describe key elements to consider when beginning treatment with children, including assessment and treatment planning
2. Students will be able to discuss engaging the child in the treatment process from an interpersonal perspective
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.
Class 2 Jacqueline Ferraro, D.M.H. February 14, 2022
Play Is The Thing! Using Play Therapy For Listening, Formulating and Intervening
Winnicott, D.W. (1971). Therapeutic Consultations in Child Psychiatry. New York: Basic Books,
Ch. 1 and 2, pp 12-41.
Altman, N., Briggs, R. and Frankel, J. et al. (2002). Play in Child Treatment. In Relational Child Therapy. New York: Other Press, pp.187-213.
1. Students will identify ways to become a play partner for a child.
2. Students will be able to interpret within the metaphor of play: description of interaction, gradual focus on affect, defense, and underlying motives
3. Students will be able to discuss when to interpret outside the metaphor
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.
Class 3 Gary Schlesinger, Ph.D. March 14, 2022
Transference and Countertransference Issues in Working with Children and Adolescents.
Altman, N., Briggs, R. and Frankel, J. et al. (2002). Transference and Countertransference in Child Treatment. In Relational Child Therapy. New York: Other Press, pp. 215-230.
Ogden, T. (1979). On Projective Identification. The International Journal of Psychoanalysis, 357-373.
1. Students will learn to identify manifestations of transference in the child patient
2. Students will be able to describe the interaction of transference and countertransference in child treatment
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.
Class 4 Lisa Dubinsky, Psy.D. April 11, 2022
When The Very Young Need Intervention: Treating Toddlers and Preschoolers
Slade, A. (1994). Making Meaning and Making Believe: Their Role in the Clinical Process. In A. Slade and D. Palmer Wolf (Eds.) Children at Play. New York: Oxford University Press, pp. 81-107.
Spiegel, S., (1973). Psychoanalytic Intervention with Children. Contemporary Psychoanalysis, 9(2), 166-170.
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.
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.
Class 5 Pasqual Pantone, Ph.D. May 9, 2022
Working with the Parents of Child and Adolescent Patients
Pantone, P. J., 2000, Treating the Parental Relationship as the Identified Patient in Child
Psychotherapy. Journal of Infant, Child, and Adolescent Psychotherapy, 1, 19-37.
1. Students will be able to discuss the role of the professional when consulting with parents of infants
2. Students will be able to explain the value of becoming a secure base for parents
3. Students will 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
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,
Class 6 Marcelo Rubin, Ph.D. June 13, 2022
Getting Real: Inviting Adolescents to Engage and Be Curious About Their Inner Life
Godene, G. (1995). Forming a Therapeutic Alliance with Teenagers. Adolescent Psychiatry, Vol. 22. The Analytic Press.
Schimel, J. (1986) Psychotherapy with Adolescents: the Art of Interpretation. Adolescent Psychiatry, Vol. 13. The University of Chicago Press.
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.
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.
Class 7 Patricia Bellucci, Ph.D September 12, 2022
Treating Alcohol and Substance Abuse in Adolescence: A Developmental and Interpersonal Perspective
Dodes, L.A. (2003). Addictions and Psychoanalysis. Canadian Journal of Psychoanalysis, 11:123-134.
Connors, G, Donavon, D, & DiClemente, C. (2001). Substance Abuse Treatment and the Stages of Change. NY: Guilford Press, pp. 13-44.
1. Students will identify four signs of alcohol and substance abuse.
2. Students will understand the concept of Modified Harm Reduction Model for adolescence.
4. Students will understand functional analysis of alcohol and substance use.
5. Students will describe Stage of Change Model of Treatment
Patricia Bellucci, Ph.D. is a graduate of the Child and Adolescent
Psychotherapy Program and a candidate in Division I at WAWI.
Class 8 Deborah Glazer, Ph.D October 10, 2022
Working With Issues of Gender and Sexuality
Corbett, K (2009), Boyhood femininity, gender identity disorder, masculine presuppositions, and the anxiety of regulation. Psychoanalytic Dialogues, 19:353-370.
Brady, Mary T. (2011). Sometimes we are prejudiced against ourselves: Internalized and external homophobia in the treatment of an adolescent boy. Contemporary Psychoanalysis, 47:458-479.
1. Students will recognize and address alternative gender representations in young children.
2. Students will discuss ways to understand and support adolescents during the coming out experience.
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.
Class 9 Susan L. Rose, Ph.D. November 14, 2022
Coming To Life Within the Relationship: The Challenges and Rewards of Engaging the Autistic Child
Topel, E. and Lachmann, F.M. (2008). Life Begins on an Ant Farm for two Patients with Asperger's Syndrome. Psychoanalytic Psychology., 25(4):602-61 .
Hoffman, L. & Rice, T. (2012). Psychodynamic considerations in the treatment of a young person with autism spectrum disorder: a case report. Journal of Infant, Child, and Adolescent Psychotherapy, 11: 67 - 85.
1. Students 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. Students 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.
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.
Class 10 Kenneth Barish, Ph.D. December 12, 2022
What Works? Therapeutic Action in Child Psychodynamic Psychotherapy
Vliegen, N., (2009). Two People Playing Together. Psychoanalytic Study of the Child, 64:131-149.
Barish, K., (2018), Cycles of Understanding and Hope: Toward an Integrative Model of Therapeutic Change in Child Psychotherapy, Journal of Infant, Child & Adolescent Psychotherapy, 17(4):232-242
1. Students will describe various mutative factors contributing to change in a child.
2. Students will identify ways in which the relationship between the child and therapist is significant in facilitating change.
Kenneth Barish, PhD: Faculty and Supervisor, William Alanson White Institute, Clinical Professor of Psychology in Psychiatry, Weill Medical College, Cornell University; Faculty, William Alanson White Institute Child and Adolescent Psychotherapy Training Program; Certificate in Psychoanalysis, WCSPP. Author of Pride and Joy: a guide to Understanding your Child’s Emotions.