Online Intensive Psychoanalytic Psychotherapy Program (Online IPPP)
THE 2022 ONLINE INTENSIVE PSYCHOANALYTIC PSYCHOTHERAPY PROGRAM (THE ONLINE IPPP) will meet on Wednesdays from January 5, 2022 to August 3, 2022 from 9:00AM - 11:45AM 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.
Wednesdays, January 5, 2022 to August 3, 2022
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. 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 two classes may occasionally be flipped.
9:00AM - 10:15AM 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:
10:30AM - 11:45AM 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 2022 ONLINE IPPP TRAINING
Module I: 1/5/2022 - 2/16/2022
Module II: 3/2/2022 - 4/13/2022
Module III: 4/27/2022 - 6/8/2022
Module IV: 6/22/2022 - 8/3/2022
*Please note, the instructor may schedule a makeup session during the interim week between modules, if necessary.
Tuition is $3,000 and is nonrefundable.
Please complete the application form online with a $75 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. The discussion about student cases is not supervision; rather it is teaching of interpersonal technique using student cases. All students are expected to be in supervision outside of the program.
Applicants must be licensed mental health professionals including but not limited to psychiatrists, psychologists, social workers, nurse practitioners, family therapists, couples therapists, clinical professional
counselors 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 William Alanson White Institute was founded in 1943 by Interpersonal psychoanalysts Harry Stack Sullivan, Clara Thompson, Frieda Fromm-Reichmann and Eric Fromm, among others. Our primary function has historically been the training of psychoanalysts. Over a decade ago, we started training psychotherapists in our in-person IPPP program. In 2016, we began training Russian mental health professionals online. In January 2018, we began to offer this online training program to English-speaking professionals.
The William Alanson White Institute's analytic position is Interpersonal. This position was shaped by the founders' belief, radical in the 1940s, that the individuals' experiences with significant others and the surrounding culture were critical to their personality development. Interpersonal technique and theory, with its emphasis on the continuous co-participation and mutual influence of the analyst and patient upon one another, was seminal in the development of what is broadly called relational psychoanalysis. Online IPPP lectures and group case seminars highlight Interpersonal work with patients.
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 email@example.com. Please type "Online IPPP" in the subject line. Thank you.
First Quarter: Learning Objectives- Consultation and Beginning Treatment
1. 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.
2. Students will be able to understand the place of Interpersonal/Relational psychoanalytic thinking in the development of the psychoanalysis. They will be able to state the difference between psychoanalytic psychotherapy and psychoanalysis.
3. Students will be able to specify data gathering in the initial consultation and how this relates to initial hypotheses and beginning a treatment.
4. 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. 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.
Third Quarter: Development and Adult Treatment
1. By the end of this module, students will be able to discuss various developmental principles that may arise in the course of adult psychotherapy, specifically related to the caregiver-infant relationship, relationship with parents and siblings, and separation-individuation.
2. By the end of this module, students will be able to describe attachment styles and how to utilize this information in adult treatment.
3. By the end of this module, students will be competent to describe emotional regulation theory and its effect of on development and the therapeutic situation.
4. By the end of this module, students will be able too incorporate issues of culture, gender, class and family background, and how they may impact lifespan development.
Fourth Quarter: Learning Objectives: Listening, Formulating and Intervening
1. By the end of the module, students will be familiar with at least threes approaches to psychoanalytic listening, including self-psychological, relational and interpersonal.
2. By the end of the module, students will be able to link theories of listening with clinical formulations in the clinical setting.
3. By the end of the module, students will be able to discuss at least three types of intervention including: inquiry, content interpretation and process interpretation or counter-transference use.
4. By the end of the module, students will be able to discuss how listening bias 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.