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The
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DESCRIPTION OF COURSES | YEAR ONE | YEAR TWO | YEAR THREE | YEAR FOUR | The Educational Program . . . CURRICULUM I Adult Psychoanalysis
DESCRIPTION OF
COURSES The Development of Psychoanalysis: An Overview — 3 Sessions Salman Akhtar, M.D. This brief course will serve as an introduction to the
field of psychoanalysis. It will familiarize candidates with the major nodal
points in the history of psychoanalysis and with the evolution of divergent
paradigms within the discipline. The role of pioneers, innovators, mavericks,
and truly controversial figures will be mentioned. Motivational Theory — 5 Sessions Susan Adelman, Ph.D. and Mike McCarthy, M.D. The course examines the nature of theory and how the
questions we ask shape the answers we find. Some models of motivation from
outside the psychoanalysis are presented, as is the question of whether one
is looking at a one-person psychology or a multiple person psychology. The
question of what information is relevant to a psychoanalytic model is raised;
e.g. do we need to consider empirical research on infancy on refining our
theories? The course begins with a discussion of what Freud meant by drives
and wishes and a presentation of his developmental theory, along with
Erikson’s expansion of the psychosexual to the psychosocial model. The
psychoanalytic understanding of aggression is discussed, along with its
relationship to libido, narcissism and object relations. Motivations related
to the self (self-preservation, security, self-esteem, well-being) are
discussed. Attachment theory is
discussed along with the relative values of one-person and two-person
perspectives. Basic Ego Theory: The Evolution and Status of the
Structural Model — 7 Sessions Michael Kowitt, Ph.D. The course will trace the evolution of Freud’s thinking
as he worked to develop a model of the mind.
At the heart of his theorizing, he wanted his model to reflect the
central role of mental conflict and compromise. We will start with the pre-psychoanalytic
observations on conflict, followed by his early model—the topographic
model. We will then consider the
empirical problems with this model and its later revisions in the structural
model. We will consider various
features of the structural model, as well as some of the limitations and
subsequent re-formulations. We will
examine the shifts in emphasis and complexity, and we will look at these in
the context of an evolving cultural and psychoanalytic milieu. Superego — 4 Sessions Anita Schmukler, D.O. The origin, structure and function of the superego will
be examined from both developmental and conflictual vantage points using
assigned readings and clinical material. Dreams and Psychoanalytic Process — 5 Sessions Christie Huddleston, M.D. This course is designed to be an introduction to the
study and understanding of dreams as one aspect of the psychoanalytic
process. We will focus primarily on Freud’s book The Interpretation of Dreams
which is one of the cornerstones of Freud’s writings as well as of
psychoanalysis. Along with the didactic session of each class there will be a
discussion of the dream and it’s associations in order to further develop
analytic skills that can deepen the psychoanalytic process. The aim is to
understand the place of the dream among the patient’s other material, how it
reflects the inner life of the patient and how one works with the dream in
order to further the analytic process. Basic Principles of Technique — 10 Sessions Sydney Pulver, M.D. This course will introduce the first year candidate to
psychoanalytic technique. It will
cover: 1. Consultation process – initial
contact; the consultative interview; recommending treatment; discussing
practical arrangements; and discussing the analytic procedure. 2. Finding analytic patients – carving a
niche and developing referral sources. 3. On being a psychoanalytic candidate –
didactic courses; supervision; supervised cases; participation in activities
of the Psychoanalytic Center of Philadelphia; and writing and publication. 4. The concept of a standard or
classical analytic technique – Eissler’s curse: the idea of parameters. 5. The analytic attitude – search for
understanding; empathy; flexibility; consistency; reliability; and
appreciation of the patient. 6. The relationship in psychoanalysis –
old versus new; analyst as arbiter; and the therapeutic alliance. 7. Basic principles of technique –
neutrality; anonymity; abstinence versus gratification; and confidentiality. Analytic Listening — 5 Sessions Jack Solomon, M.D. and Andrew Smolar, M.D. Starting with a psychoanalytic point of view, what the
analyst feels, shows interest in, is curious about, conceptualizes and
ultimately listens for within the unique working relationship with the
patient will be explored. The
emotional state of mind of the patient, the inner experience of, and the
stance taken by the analyst, and the verbal and non-verbal modes of
communication within the dyad will be considered. Principles of process versus content,
primary versus secondary process, free versus elicited associations and
activity versus passivity in analytic listening will be highlighted. How the ideas and theoretical focus of
various psychoanalytic authors affect the nature of ones listening will be
given priority. Assessment for Analysis —
5 Sessions Bruce Levin, M.D. There is an old psychoanalytic adage that an analyst and
a patient have a comprehensive diagnosis and assessment of the patient’s
problems at the end of a successful analysis.
From this perspective our attempts to assess patients at the beginning
of treatment put us at a great disadvantage. This being said, what can we
learn and know from the patient and what can we not know at the
beginning? What specifically are we
trying to assess and for what purposes?
Are there particular techniques that will best inform us as analysts
and engage the patient, while heightening his/her curiosity in order to
facilitate the start of an analytic process? Through our readings and
discussion of clinical material we will try to develop a clinically relevant
working list of what we are assessing in order to decide to recommend
psychoanalysis. Conversion to Psychoanalysis — 5 Sessions Ken Cohen, M.D. and Harvey Schwartz, M.D. The course is designed to demonstrate how the process of
change to psychoanalysis is influenced by the psychotherapy experience. Basic
issues of resistance, transference, counter transference et al, will be
examined from the theoretical and practical clinical aspects as hey impact
psychotherapy. This will be seen in the context of the analysand and the
analyst as the psychotherapy moves to a deeper experience. Candidates will
present material from their current practice. These presentations will be
integrated with selected references from the reading list . Adult Continuous Case Conference — 10 Sessions TBA (Faculty changes yearly) Candidates may choose from among several continuous case
conferences, each lead by a different instructor. At these conferences a single
case is presented over the entire ten weeks, sometimes by a candidate and
sometimes by a graduate. Issues of technique and understanding of the case
are discussed. Affect Theory — 5 Sessions Elio Frattaroli, M.D. The premise of this course is that affect (along with
emotion and feeling) is the single most important focus for psychoanalytic
attention, both theoretically and clinically. The course will review the
history of Freud's thinking about affect as a window on the evolution of his
theorizing generally between 1892 and 1926. It will then turn to more recent
psychoanalytic contributions that reflect the influence of object-relations
and self-psychological perspectives and the affect theory of Sylvan Tomkins.
There will also be clinically focused readings that illustrate the role of
affect in transference/countertransference enactment. In discussing all the
readings, we will pay attention to their relevance (or not) to the clinical
situation. North American Object Relations Theories — 5 Sessions David Rackow, M.D. This course surveys the major contributions of five North
American analysts: Erik Erikson, Hans Loewald, Margaret Mahler, Edith
Jacobsen, and Otto Kernberg. Their principle theoretical ideas will be
discussed, along with representative clinical examples. Their common themes,
and some commonalities in their backgrounds, will be highlighted. Development: Infancy — 5 Sessions Barbara Shapiro, M.D. The class will read about and discuss inborn and
developing psychophysiologic, emotional , and cognitive abilities; mutual and
self-regulation; dyadic systems; the development of the self; attachment;
attunement; mood states; effects of ongoing parental abuse and neglect in the
first year of life; transgenerational transmission of trauma and intervention
with severely troubled infant-parent relationships; and the effects of
maternal depression on infant development. We will read papers by Beatrice
Beebe, Dan Stern, Selma Fraiberg, Fred Pine, and Ed Tronick. Development: The Toddler and Very Young Child — 5 Sessions Ann Smolen, MSS, LCSW The class will proceed to the developmental issues that
emerge strongly in the second and third years of life. These include separation; individuation;
autonomy; aggression; words and symbolization; object constancy; shame; the
discovery of sexual differences; and the development of inner conflict. Development: Years 3 through 6 — 5 Sessions Ted Fallon, M.D. The Oedipal phase:
many developmental issues emerge strongly during these years. Oedipal fantasy is the result of and allows
for the modulation of sexuality and aggression; the ability to distinguish
reality from fantasy; psychic equivalence and pretend mode; the capacity for
mentalization and self-reflection; and the capacity for guilt and conscience;
and enhanced gender identity and gender consolidation. Neurosis — 10 Sessions This course will explore the origins and history of psychoanalytic
thinking about neurosis. The phenomenology and psychodynamics of various
neurotic styles (hysterical, phobic, and obsessive-compulsive) will be
discussed, as will issues of clinical technique. Transference — 5 Sessions Ruth Garfield, M.D. This course will sample a few of the many readings on
transference in the analytic literature. The objective is to provide
historical perspective, as well as to read some contemporary papers on the
subject. To keep a clinical focus, the student will prepare a brief – no more
than one page – vignette from a case, which demonstrates transference
material. Countertransference — 5 Sessions Barbara Shapiro, M.D. The concept of countertransference has changed over the
years as a result of the evolution of psychoanalytic thinking about theory
and technique. The term itself is
inexact, but is time honored. The
understanding, tolerance and productive use of countertransferences are
central to psychoanalytic technique, as well as to our ongoing personal
development, and yet can also be one of the most difficult parts of what has
been called “the impossible profession.”
This course will begin with an overview of the development of
psychoanalytic thinking about countertransference. Using this base, we will discuss various
contemporary views of countertransference, including enactments,
role-responsiveness, the analytic third, and the intersubjective matrix. We will explore the analyst’s love, hate,
and erotic longing for the analysand, as well as various common countertransference
formations: e.g. with analysands who are experienced as needful, demanding,
loving, boring, contemptuous, sadistic, hateful or unappreciative. Examples of how the analytic frame may
obscure the analyst’s feelings will be covered. Finally, common quandaries in control
analyses and supervision affecting countertransference in candidates will be
discussed. Salient papers from the
psychoanalytic literature, along with clinical experiences of the candidates
and faculty will be used to enrich and focus the discussion. Ethics — 5 Sessions Frank Maleson, M.D. Psychoanalytic practice routinely presents a wide range
of situations with ethical dimensions, the resolution of which is not always
clear-cut in ethics codes. Through the use of readings and clinical
vignettes, we address such varied issues as conflicts of interest,
confidentiality dilemmas, sexual and non-sexual boundary issues,
self-disclosure, unusual fee arrangements, and post-termination contact. We
will talk about ways to think these matters through. In addition, the course
addresses the handling of ethics complaints: how ethics committees proceed;
difficulties in adjudication; institutional responses and related issues. Child Continuous Case Conference — 14 Sessions TBA (Faculty changes yearly) Adult division candidates will join child division
candidates to hear a single child case, which is presented over the entire
fourteen weeks. Issues of technique and understanding of the case are discussed.
This course compliments the Development course given this year. Adult Continuous Case Conference — 10 Sessions See description in Year One. Approaches to Narcissism
— 7 Sessions Robert Kravis, Psy.D. This course examines the development of psychoanalytic
conceptions of narcissism starting with Freud's 1914 paper. The ideas in this
paper both contributed to an elucidation of the concept of narcissism and to
the confusion surrounding it. Later papers exploring the elaboration of
Freud's ideas in attempts to clarify the uses and meanings of this concept
are also critically read and examined. The course also provides an
introduction to the theoretical innovations of Self Psychology and the work
of Heinz Kohut and his colleagues. Trauma — 8 Sessions Jennifer Bonovitz, Ph.D., Ira Brenner, M.D. and Richard Kluft |
