Clinical Education Meeting

Clinical Education Meeting


Tuesdays: 10-11:30


Albert Banta, PhD, Director of Clinical Education

Stacey Nathan-Virga, PhD, Director of Clinical Services


The Clinical Education Meeting is a weekly 90-minute meeting at which candidates present their psychoanalytic and/or psychotherapy cases to an audience that includes faculty, graduates, candidates in analytic training, and students in our psychotherapy programs.  The faculty, graduates, candidates and students are encouraged to question, explore and deepen the clinical material.  These meeting are open only to WAWI faculty, graduates, candidates and students due to issues of confidentiality. Candidates are required to present one psychoanalytic case during their training with the option to present a psychotherapy case as well.  During some of the meetings, faculty and, at times, outside speakers, present scientific papers that typically integrate theory and technique. These meetings may be open to a wider audience of mental health professionals.


Learning Objectives:


  1. Utilize faculty input to improve clinical skills.

  2. Constructively critique candidate presentations with the goal of improving ongoing treatment.

  3. Experience listening itself as an active process, responsive to various forms of engagement and disengagement with the patient.

  4. Plan a case presentation with the goal of presenting accurate clinical material and obtaining useful feedback from faculty.

  5. Experience enhanced ability to examine the minute-to-minute interaction in a session.

  6. Explain how diverse theoretical positions affect how one views clinical material.

  7. Describe unconscious ways the patient’s emotional responses (ie, transference) can be manifest in the clinical material.

  8. Describe unconscious ways the analyst’s or therapist’s emotional responses (ie, countertransference) can be manifest in the clinical material.

  9. Notice variation in pacing and word-flow in relation to diverse cognitive and affective states.

  10. Describe clinically how different analysts’ styles can address comparable core problems in living.

  11. Assess the changing quality of analyst-patient collaboration as manifest in clinical moments.

  12. Experience listening itself as an active process, responsive to various forms of engagement and disengagement with the patient.


Clinical Case Conference References:


Abend, S. M. (2018). Countertransference and psychoanalytic technique. The Psychoanalytic Quarterly, 87(3), 497–515.


Bernstein, S. B. (2008). Writing about the psychoanalytic process. Psychoanalytic Inquiry,28, (4), 433–449.


Bromberg, P. M. (2009). Truth, human relatedness, and the analytic process: An interpersonal/relational perspective. The International Journal of Psychoanalysis, 90(2), 347–361


Cabaniss, D. L. (2008). Becoming a school: Developing learning objectives for psychoanalytic education. Psychoanalytic Inquiry, 28(3), 262–277.


Cooper, A., (1985) Difficulties in Beginning the Candidate's First Analytic Case, Contemporary Psychoanalysis, 21,(1), 143-150


Hartman, J., (1971), The Case Conference as a Reflection of Unconscious Patient-Therapist Interaction, Contemporary Psychoanalysis 8, (1) 1-17


Hazanov, V, (2012) Fear of Doing Nothing, Contemporary Psychoanalysis, 48, (4), 512-533


Hoffman, L., (2019) Analytic Process from the Perspective of Conflict and Interpersonal/Relational Theory: A Potential Linguistic Indicator, Contemporary Psychoanalysis, 55 (4), 349-372


Holland, N., (1993) Psychoanalysis and Literature: Past and Present, Contemporary Psychoanalysis, 29 (1), 5-21


Jones, E. E., & Windholz, M. (1990). The psychoanalytic case study: Toward a method for systematic inquiry. Journal of the American Psychoanalytic Association, 38(4), 985–1015.


Levenson, E. A. (2003). On seeing what is said. Contemporary Psychoanalysis, 39 (2), 233–22


Schachter, J, (2012) The Analysis of Failure: An Investigation of Failed Cases in Psychoanalysis and Psychotherapy, Contemporary Psychoanalysis 42, (2),584-590