|
|
|
|
 |
Adult
Psychoanalytic Training The curriculum consists of seminars in Theory, Human Development, Applied Theory, Technique, Continuous Case Conferences, and Child and Adolescent Psychoanalysis. Candidates enrolled in the Child/Adolescent Psychoanalytic Program attend additional seminars. Ordinarily the courses cover four academic years of instruction in the core curriculum plus a required advanced seminar in the fifth year. The Education Committee may make changes in the program of instruction to meet special class needs. FIRST YEAR
An introduction
to the basic clinical concepts and theories of psychoanalysis. The bibliography
is supplemented by lectures and discussions to insure that the student
is able to formulate and integrate the various hypotheses. These comprise
the subject matter to which clinical psychoanalytic theory is applied,
the principles of mental functioning, metapsychology, the theory and
goals of psychoanalytic treatment, the topographic theory, an overview
of libido theory, the structural theory, conflict, anxiety, resistance,
the defense mechanisms, regression, transference, transference neurosis,
the working alliance, and the phases of psychosexual development.
An introduction
to analytic ways of thinking about patients: discussed are those patients
who can be started in psychoanalysis; those who can be prepared for
psychoanalysis; and those who, while not subjects for psychoanalysis,
can benefit from treatment that is informed by analytic thought. A variety
of cases are presented, first by faculty and advanced candidates, later
by members of the class, to consider the treatment of choice for each
case and the reasons for each assessment.
Introduction
to the technique of psychoanalysis, examining the basic requirements
of the analytic situation and the significant processes appearing during
the stages of the analysis. Historically important literature on technique
and readings illustrating current views will be assigned.
The indications
for analysis, the handling of the opening phase, initial resistances,
and early treatment techniques will be studied from ongoing case presentations.
A systematic
exploration of the first three and one-half years of the child's life
(pre-oedipal.) The current body of theoretical and clinical information
will be studied along with its sources: child observation, child analysis,
and reconstruction. The concepts studied will include several developmental
lines, among them separation-individuation, psychosexual phases, early
child-parent patternings, ego formation, and object relations. A critical
review of the literature will be included.
For candidates
in the child analytic program. Focus is on the principles of the psychoanalytic
treatment of children and adolescents. It deals with the differences
between psychoanalysis and psychotherapy, indications for analysis,
and the role of parents. Manifestations of specific analytic phenomena,
such as resistance, transference, interpretation, and counter-transference
will be studied, as well as applicable techniques and the modifications
that are necessary for the various maturational levels. SECOND YEAR
Continues
and expands the topics introduced in Theory I. The oedipal phase and
various resolutions in both the male and the female are reviewed. Selections
from the psychoanalytic literature are assigned with an emphasis on
discussion rather than lecture.
The theory
of dreams and their clinical application, utilizing the writings of
Freud and other analysts. Case material will be used to amplify the
theoretical and clinical concepts.
Focuses on
the elements of the psychoanalytic situation and procedure which combine
to initiate and develop a psychoanalytic process between the analysand
and analyst. Various components, sub-processes and phenomena of the
psychoanalytic process are identified and followed as they manifest
themselves in the opening, middle and termination phases of an analysis.
The development
and vicissitudes of the psychoanalytic situation through the ongoing
examination and discussion of a case presented by one of the participating
candidates.
A study of
maturation and development from latency through adolescence. Emphasis
is placed on the developmental tasks, structural changes, and alterations
in object relationships, particularly through the different phases of
adolescence. The developmental point of view is emphasized. Metapsychology
is correlated with clinical presentation of analytic work with children
and adolescents.
Significant
papers on the classical and contemporary literature on developmental,
neurotic, borderline, and psychotic clinical entities will be studied,
along with clinical material and comparative perspectives to the adult.
A child analytic
case will be presented by an experienced child analyst to demonstrate
significant theoretical and clinical issues, viewing developmental phenomena,
psychopathology, and related literature. A pre-adolescent or adolescent
case will be presented in the second semester to demonstrate the pertinent
issues in analyzing individuals in this phase of development, integrating
the understanding of theory, pathology,and psychoanalytic process. THIRD YEAR
12 hours (8 sessions)
A continuation
of Psychoanalytic Process I.
The development
of psychoanalytic theory is traced by way of a chronological study of
the works of Freud. Freud's own life and his cultural milieu are studied
to provide a broad perspective for the reading of the individual papers.
The class discussion focuses on how each work has enriched psychoanalysis
theoretically and clinically.
In this seminar
a third year candidate presents the progress of one of his supervised
cases.
A survey
of theoretical developments from the work of Hartmann and his colleagues
to theoretical concerns of the present. Included are considerations
of the controversies related to theories connected with the psychoanalytic
situation, affect theory, and metapsychology in general.
A continuation
of 206C with clinical material and comparative perspectives to the adult.
Excerpts
from a child analytic case will be compared with an adult analytic case
in order to study the similarities and differences in psychoanalysis
along the developmental continuum. The second semester is a continuation
with excerpts from a pre-adolescent or adolescent analytic case as described
above. FOURTH YEAR
A continuation
of the analytic process with consideration of termination issues.
This course
is intended to teach the more advanced candidate how to write up a psychoanalytic
case report that demonstrates his/her understanding of the analytic
process.
Part two
of an historical account of the origins and progressive evolution of
the major psychoanalytic concepts. The complete writings of Sigmund
Freud provide the basic reading material. Each volume of the Standard
Edition is studied in sequence with some other readings interspersed
for supplementary historical understanding. Aspects of Freud's personal
life will be explored as well as the cultural, scientific, and intellectual
ethos of the late 19th and early 20th centuries, where relevant.
A fourth
year candidate will present the progress of one of his supervised cases.
Emphasis will be placed on the termination phase of analysis if appropriate
material is available for study.
A series
of seminars devoted to the study of applications of psychoanalytic theory.
Each candidate is required to write an original paper.
Special problems and termination will be considered.
A child candidate
will present a case. FIFTH YEAR
Candidates who have completed the prescribed didactic curriculum but who have not been graduated from the Institute are required to participate in a study group. While the management of this group is left to the candidates, the Institute will provide faculty participation when requested.
Discussion
of current literature by all child candidates and faculty. Meeting monthly.
All candidates and faculty members are invited.
A child
analysis candidate will present a case for the candidates in the child
analytic program.
|
Note:
Courses with similar content are numbered the same for each year, so
that, for example, all Continuous Case Seminars have "-03"
as their last two digits. Courses in the Child Analysis Program have
the letter "C" after their numbers and begin with the digits
"-06" to maintain consistency throughout the years of the
Child Analysis Program.