Adult Psychoanalytic Training Program

The curriculum is comprised of 36 one-and-a-half-hour, ten-session courses for a total of 540 classroom hours in the first four years of training. The Fifth-Year Writings and Presentations seminars, along with the Scientific Meetings and Community Programs which feature Visiting Professors, bring the total teaching hours to above 600. 

 

                                                                                                   

 

Adult Psychoanalytic Training Curriculum

Suggested Summer Class: Reading Freud

Year One

1st Trimester

Psychoanalytic Perspectives
An overview of the psychoanalytic perspective as it was first presented by Sigmund Freud then developed and modified by later authors. Key theoretical controversies, emphases, and deficiencies which spurred development of various “schools” of psychoanalysis are discussed along with the history of psychoanalysis in a broad cultural context and as it was influenced by the personalities of major figures in the field. Basic contemporary cutting-edge research questions and points of theoretical divergence and convergence among theoreticians offer perspectives on developing trends in psychoanalysis today. Seminar readings come from required textbooks and Psychoanalytic Electronic Publishing (PEP) archive and other books and periodicals.

Comparative Theories of Development I
Freud’s trauma, topographical, and structural models are presented as representing the primary origins of psychoanalysis. Subsequently, Hartman’s adaptive model (Ego Psychology) and the work of Erikson, Spitz, Jacobson and Loewald are considered in their relationship to the further modifications and developments led by Anna Freud and Joseph Sandler.

Getting Started As An Analyst
Analyzability, setting the analytic frame and the analyst’s perspective: One main objective of scheduling this course very early in the curriculum is to familiarize candidates with some of the issues involved in starting the first analytic case, as candidates are encouraged to begin an analytic case shortly after the course is finished. Attention is given to the very common phenomena of transition from psychotherapy to psychoanalysis and the complexity of such change. Suitability of a particular individual to successfully participate in analysis is considered from a variety of perspectives with attention to some follow-up studies.

2nd Trimester

Resistance & Transference
Resistance, transference and countertransference are the three core technical concepts of psychoanalysis. Resistance is the unconscious process that opposes psychic change. Transference is the patient’s experience of the past in the relationship with the analyst. Countertransference is the analyst’s response to the patient in their relationship. In this course the student is immersed in these highly complex concepts. The readings begin with Freud’s efforts to understand resistance and transference as he invented psychoanalysis, focus next on the work of Greenson who in the 1960’s attempted to codify analytic technique, and then include contributions by contemporary psychoanalysts who examine the psychoanalytic process in new and creative ways.

Comparative Theories of Development II
In the second trimester of this series, various Object Relations approaches to psychoanalysis will be discussed, beginning with Klein, Bion, and Rosenfeld and extending into the views of the “independent school” of British psychoanalysts (Fairbairn, Guatrip, and Winnicott). The relationship between these approaches and the work of Kernberg and Kohut will be taken up along with Bowlby’s attachment theory, Fonagy and Target’s view of mentalization, and the approaches of the contemporary London Kleinians (Bott-Spillius, Joseph, Steiner, Britton, Frldman, et al.) The seminar follows an outline of broad themes as psychoanalysts moved from drive theory to object relations and attachment theory.

Child Analysis
An overview of the conceptual framework and basic premises underlying the psychoanalytic treatment of children and adolescents; the clinical approaches and some selected problems involved in the assessment of analyzability and the beginning phase of treatment, the middle phase and termination; and major areas of controversy as well as issues and questions for investigation. The objectives are:

1. To understand the basic premises, goals and objectives of the psychoanalytic treatment of children and adolescence and their implications for the analysts of adult patients.
2. To acquire an overview of the thinking processes and basic approaches utilized to assess analyzability and conduct an analytic process with children and adolescents—and their application to the analysis of adult patients.
3. To become aware of major conceptual controversies within child analysis and future developments within the field.

3rd Trimester

Neurobiology
In this course the candidates will learn some of the basic neuroscience concepts that are influencing the field of psychoanalysis. Beginning with a discussion of the philosophical mind-body problem, the seminar then provides a foundation in neural network theory. Procedural and declarative memory, along with their implications for psychoanalytic conceptualization and technique, are also discussed in-depth. One session features the impact of neurobiology on psychoanalytic views of dreaming. The impact of psychoanalytic treatment on the brain is also covered, as are speculations about how our knowledge of neuroscience affects concepts like transference, compromise formation, and therapeutic action. Authors covered include Kandel, Edelman, Gabbard, Westen, Schore, Solms, and Damisio.

Comparative Theories of Development III
In this trimester we will look at the contributions of modern infant research to our understanding of the infant’s psychological development. The findings of infant research have challenged many of the fundamental concepts of classical psychoanalytic thought. If psychoanalytic theory is to remain a viable scientific theory of human psychological development, these findings must be taken into account. In this trimester we will cover the contributions of Bowlby, Stern, Beeb and Lachmann, Fonagy and Lichtenberg, and others.

Adult Continuous Case
Candidates present current psychoanalytic work in detail in these seminars. The material is used to discuss the overall process of psychoanalysis and technical issues in general. Under optimal circumstances, there is special emphasis on the problems of the opening phase, the therapeutic alliance, and the process of working through as well as the middle.

Year Two

1st Trimester

Freud and his Theories
Description to be updated.

Applications and Implications: Ego Psychology Theory
This course will examine the shift from the early topographical model of Freud to the later structural model (1923/26) and the increased importance given to the role of the ego within that model. Attention will be given to how a changed understanding of defense, intrapsychic conflict, compromise formation, internalization, and adaptation has influenced our understanding of the psychoanalytic process and technique. Key authors to be studied will include S. Freud (1923/26), A. Freud, Arlow, Brenner, Waelder, Mahler, Paul Gray, David Beres, and Joseph Sandler.

Adult Continuous Case
Candidates present current psychoanalytic work in detail in these seminars. The material is used to discuss the overall process of psychoanalysis and technical issues in general. Occasionally, faculty may present detailed case material, if this is deemed helpful by the group. At the outset of the seminar, the group typically will decide how to structure the seminar and who will present, and will establish what the ground rules are for presentations and discussion. The discussion can explore technique, ethical and practical issues, as well as different theoretical viewpoints in which the case material may be viewed. Candidates at all levels of experience will be placed together in the ASE conferences. Ideally, material from each phase of analysis will be presented across the course of candidates’ attendance in case conferences. For example, first or second year candidates may present material from the opening phase of analyses while the middle phases of analysis can be presented by third or fourth year candidates. Ideally, in later seminars, candidates will choose cases which illustrate middle and late-middle phase work, including the process of working through as well as issues surrounding termination.

2nd Trimester

Dreams and Dreaming
This course will cover psychoanalytic theory of dreaming and its application to clinical work, “The Interpretation of Dreams,” and other writings, and contrast these with contemporary views of the drewm process. Changing views about the role of dream interpretation in psychoanalysis and the influence of various psychoanalytic theories on clinical work with dreams will be examined through selected readings and the presentation of clinical dream material by candidates and teachers.

Therapeutic Action & Change I: Basic Concepts of Treatment & Change
In this seminar, basic theories of therapeutic action in the context of the aims and goals of the fundamental theoretical perspectives will be considered. Catharsis/abreaction, interpretation, extra transferential interventions, empathy, relational/interpretive learning, enactments, reconstruction, “new experience” in the therapeutic encounter, and other topics will be discussed in their relationship to change—both temporary and permanent.

Therapeutic Action & Change II: Personality & Character Disorders
In this seminar, basic diagnostic categories of psychopathology (obsessive, hysteric, character neurosis, etc.) will be presented and explored. Analytically appropriate therapeutic approaches to diagnosis in relation to each theoretical perspective will be considered in the context of therapeutic action and outcome.

3rd Trimester

Applications and Implications: Object Relations Theory I
This course will comprise five seminars continuing  the implications for treatment of object relations theory. There will be one seminar devoted to looking at projective identification in some detail, and another looking at the writings of Patrick Casement, one of the British Independent group, who had developed some interesting ideas about what he calls calls “the internal supervisor.” The remaining three seminars will be devoted to authors writing about the clinical implications of attachment theory for psychotherapeutic and psychoanalytic work.

Beginning to Write
The focus in this initial class on writing will be to assist candidates in writing their six-month reports. There will be free writing exercises at the beginning of each class and discussion of these writings among class members. Candidates will be asked to describe the therapeutic process in one session, process over a week, and then process over a month of analytic work. Finally, candidates are expected to bring a draft of their six-month report. Copies will be given to members of the class with small group discussions. These discussions of reports will be done in an atmosphere that focuses on the writing: what works, what does not work, whether the sentences are clear, the paragraphs are coherent, the voice active, and whether there is good description of analytic process. These sessions are not supervisory sessions on clinical work but on understanding and learning effective writing. It is emphasized how vulnerable one is when writing and that it is important to be respectful of this when discussing colleagues’ work. The last sessions of this trimester will continue with free writes at the beginning of class and then discussion of readings and other writing that candidates may be doing.

Adult Continuous Case
Candidates present current psychoanalytic work in detail in these seminars. The material is used to discuss the overall process of psychoanalysis and technical issues in general. Occasionally, faculty may present detailed case material, if this is deemed helpful by the group. At the outset of the seminar, the group typically will decide how to structure the seminar and who will present, and will establish what the ground rules are for presentations and discussion. The discussion can explore technique, ethical and practical issues, as well as different theoretical viewpoints in which the case material may be viewed. Candidates at all levels of experience will be placed together in the ASE conferences. Ideally, material from each phase of analysis will be presented across the course of candidates’ attendance in case conferences. For example, first or second year candidates may present material from the opening phase of analyses while the middle phases of analysis can be presented by third or fourth year candidates. Ideally, in later seminars, candidates will choose cases which illustrate middle and late-middle phase work, including the process of working through as well as issues surrounding termination.

Year Three

1st Trimester

Problems of Latency and Adolescence
The developmental phases of latency and adolescence are approached from different theoretical perspectives and an attempt at definition of these phases is suggested. Psychopathology emerging at these times is categorized and described, with the help of literature as reference. Actual case material may be available from class members.

Applications and Implications: Object Relations Theory II
This course will comprise 15 seminars on object-relations theory: one 10-session course in the second trimester of year 2 and five seminars in the third trimester of year 2. The second five seminars in that term will be allocated to self-psychology theory. The course will focus specifically on the clinical implications of the shift away from the Freudian instinct model to the role of object relationships and “internal objects” in the understanding of the therapeutic frame, the content of analytic material, therapeutic interventions, and the nature of therapeutic change. This course will include readings from the works of Klein/Bion School, including Joseph, Britton, and Steiner, the works of the British Independent School including Fairbairn, Guntrip, Balint, Winnicott, and Bollas, and the American Object Relations theorists including Jacobson, Kernberg and Ogden, and others.

Session 1:            Attachment: Clinical Implications
Session 2:            Attachment: Disorganization
Session 3:            Attachment: Disorganization and Dissociation
Session 4:            Attachment and Borderline Personality Disorder
Session 5:            Memory, Trauma and Amnesia

Applications and Implications: Self Psychology
This course will comprise five seminars exploring some of the implications of self-psychology for understanding the nature of the analytic setting, transference and countertransference, the content of analytic material, therapeutic interventions, and the nature of therapeutic change. The course will include readings from the writings of Kohut, Wolf, Paul and Anna Ornstein, Goldberg, Bacall, Lichtenberg and Beebe among others.

Session 6:            Basic Concepts of Self Psychology
Session 7:            Disorders of the Self
Session 8:            Treatment
Session 9:            Selfobject Transferences
Session 10:          Clinical Self Psychology

Ethics
This course acquaints the candidates with the ethics of psychoanalysis as they apply in the clinical situation. Confidentiality, records, and conflicts of interest are discussed in depth. The various non-sexual boundary violations involving gifts, fees, dual relationships, and excessive self-disclosure are described with attention to difficult clinical situations. The problem of sexual boundary violations is also taught in terms of the high-risk situations involving particular groups of patients as well as vulnerabilities in analysts.

Session 1:            Introduction to Thinking about Ethics
Session 2:            The Roots of Right
Session 3:            Boundaries
Session 4:            Boundary Loss and Violation
Session 5:            The Principles and Standards of Ethics for Psychoanalysis
(APsaA Handbook)
Session 6:            A Different View of Professional Ethics
Session 7:            A Different View of Ethics
Session 8:            Vulnerabilities of Analysts
Session 9:            Vulnerability of Patients
Session 10:          The Right and the Good

2nd Trimester

Applications and Implications of Relational/Intersubjective/Constructivist Theory
This seminar focuses on cutting edge developments in contemporary psychoanalysis. In particular, postmodern views are emphasized, especially as they affect the clinical situation. These particular models, including relational theory, interpersonal theory, constructivism, and intersubjectivity, all regard absolute objectivity as a myth. A common theme in this literature is that the perceptions of the patient are inevitably colored by the clinician’s subjectivity. All of these models are considered two-person psychologies, and the key authors to be studied in this class include Mitchell, Aron, Hoffman, Greenberg, Renik, Stolorow, Benjamin, and Davies.

Session 1:            Origins of Relational Theory
Session 2:            The Analyst’s Authority
Session 3:            Social Constructivism
Session 4:            The Analytic Third and the Decentered Subject
Session 5:            Applications of Intersubjectivity
Session 6:            Controversies Regarding Intersubjectivity
Session 7:            Relational Perspectives on Gender and Sexuality I
Session 8:            Relational Perspectives on Gender and Sexuality II
Session 9:            Relational Applications to Race and Impasse
Session 10:          Countertransference Themes in Relational Psychoanalysis

Psychoanalytic Thinking and Psychotherapy
The main objective of this course is to focus on the application of analytic principles to the whole spectrum of the “talking therapies.” With the greater number of analysts who spend increasing amounts of their clinical time in the practice of psychotherapy, the candidates should refine their knowledge and their previous skills concerning the psychotherapies from the application of a solid analytic foundation.

The indications and limitations of transitioning from psychotherapy to psychoanalysis and the different preparatory therapies of long and short duration, individual and marital will be reviewed. Special attention will be paid to the difference between the method in its traditional form and the application to the different modes of therapy. The use of multiple frames of reference will be included in order to enhance a maximum conviction of analytic thinking and to avoid a formulaic transmission of knowledge. The reading will be discussed around the clinical material presented by all of the participants.

Session 1:            The Un-Answered Questions: Overlapping and Distinctions Between Psychotherapy and Psychoanalysis
Session 2:            Continuation and Update
Session 3:            The Continuum
Session 4:            Short-Term Psychotherapy I
Session 5:            Short-Term Psychotherapy II
Session 6:            Group, Marital and Family Therapy I
Session 7:            Group, Marital and Family Therapy II
Session 8:            Importance of Therapeutic Goals
Session 9:            The Opposite End of the Spectrum: Supportive Psychotherapy
Session 10:          Discussion and Conclusions: Where Are We Today?

Child Continuous Case & Adult Continuous Case

3rd Trimester

Gender and Sexuality
This course will explore the evolution of psychoanalytic theories of gender development and sexuality as a motivational force within the broader psychoanalytic corpus. Attention will be given to Freud’s early contributions and those of structural theorists as well as the more recent writings of object-relations, intersubjective, relational, and feminist revisionists. The course will also include seminars on homosexuality.
This course will be preparatory for the year-four course on Perversions and Neosexuality in Fantasy and Action.

Session 1:            Introduction to Modern Gender Studies
Session 2:            The Interface with clinical Psychoanalytic Thinking and Gender and Sexuality
Session 3:            Where It All Began
Session 4:            Women and Men
Session 5:            Women
Session 6:            Men
Session 7:            Sexualities
Session 8:            Clinical Psychoanalytic Work with GLBT Patients
Session 9:            Countertransference
Session 10:          Transference

Therapeutic Action and Change III: Countertransference, Self-analysis, and Consultation
This seminar emphasizes the current view of the analyst’s subjectivity in analytic theory and technique. Beginning with Freud’s narrow view of countertransference, the evolution of the broader conceptualization is traced through Kleinian theories about projective identification, Sandler’s role responsiveness, and current views of the analyst’s subjectivity as difficult to differentiate from countertransference. Special emphasis is on the role of working with one’s countertransference as part of the analyst’s clinical process with the patient. Self-analysis is also discussed as a way of handling countertransference. Finally, the crucial role of lifelong consultation in the analyst’s professional career is taught.

Session 1:            History of the Term
Session 2:            Projective Identification
Session 3:            Self-Analysis
Session 4:            Countertransference Enactments
Session 5:            Aliveness, Deadness, and the Analytic Third
Session 6:            Erotic Countertransference
Session 7:            Self-Disclosure
Session 8:            Hate and Ingratitude
Session 9:            Consultation
Session 10:          Special Uses of the Analyst’s Self-Reflections

Child Continuous Case & Adult Continuous Case
Cases on alternating rotation

Year Four

1st Trimester

CLASSICAL THEORY I
This course surveys writings of early psychoanalysts. Readings begin with Sigmund Freud's earliest papers in which he discovered fundamentals of psychoanalysis and the unconscious through his development of later theories and technical applications. The course ends with an introduction to psychoanalytic schools that developed from Freud's earliest ideas: ego psychology and object relations theory. Emphasis will be on understanding the clinical origin and application of all readings.

THERAPEUTIC ACTION AND CHANGE IV: BORDERLINE, NARCISSISTIC AND PSYCHOTIC DISORDERS
This seminar discusses how one incorporates modifications of psychoanalytic technique in the treatment of narcissistic, borderline, and psychotic disorders. Different theoretical conceptualfzations of these disorders are covered in terms of how they influence the technical approach to the patients. Among the authors that are taught and discussed are Kohut, Kernberg, Fonagy, Gabbard, Ogden, and Goldberg.

ADULT CONTINUOUS CASE
Candidates present current psychoanalytic work in detail in these seminars. The material is used to discuss the overall process of psychoanalysis and technical issues in general. Occasionally, faculty may present detailed case material if this is deemed helpful by the group. At the outset of the seminar, the group typically will decide how to structure the seminar and who will present, and will establish what the ground rules are for presentation and discussion. The discussion can explore technique, ethical and practical issues, as well as different theoretical viewpoints in which the case material may be viewed. Candidates at all levels of experience will be placed together in the case conferences. Ideally, material from each phase of analysis will be presented across the course of candidates' attendance in case conferences. For example, first or second year candidates may present material from the opening phase of analyses while the middle phases of analysis can be presented by third or fourth year candidates. Ideally, in later seminars, candidates will choose cases which illustrate middle and late·middle phase work, including the process of working through as well as issues surrounding termination.

2nd Trimester

CLASSICAL THEORY II
This course surveys writings of early psychoanalysts. Readings begin with Sigmund Freud's earliest papers in which he discovered fundamentals of psychoanalysis and the unconscious through his development of later theories and technical applications. The course ends with an introduction to psychoanalytic schools that developed from Freud's earliest ideas: ego psychology and object relations theory. Emphasis will be on understanding the clinical origin and application of all readings.

ADULT DEVELOPMENT
Personality development does not end with adolescence but continues on into adulthood. Specific issues such as life work, intimacy, parenting, empty nesting, retirement, illness, and death must be navigated during this phase of life. And though these may not occur in any particular order or pattern as do those of childhood, they must each be addressed if the processes of psychological growth and vitality are to be continued throughout the life cycle. The intrapsychic meaning of these events will be our primary focus, and we will read the leaders in the field such as Nemiroff, Colarusso, and Lidz among others. We will also try to understand both typical patterns that emerge and variations that occur in non-conventional life styles such as gay couples and heterogeneous family units. As part of our effort to keep the focus of this class intrapsychic, we will end by looking at the emerging literature on the analysis of the elderly.

"PERVERSIONS"INEOSEXUALITIES IN FANTASY AND ACTION
In the last few years, there has been a notable decrease in analytic publications on this topic; however, the importance of understanding perversions, in their broadest sense, has not lost its importance for the analytic practitioner.
Traditional as well as more modern readings from different theoretical perspectives will be utilized in order to enlarge the scope of these phenomena and understand the many ways in which it can present or conceal itself in patients who do not fit the traditional diagnostic category of perversions.

3rd Trimester

CLASSICAL THEORY III
This course surveys writings of early psychoanalysts. Readings begin with Sigmund Freud's earliest papers in which he discovered fundamentals of psychoanalysis and the unconscious through his development of later theories and technical applications. The course ends with an introduction to psychoanalytic schools that developed from Freud's earliest ideas: ego psychology and object relations theory. Emphasis will be on understanding the clinical origin and application of all readings.

TERMINATION
The achievement of a satisfactory termination soLidifies and clarifies the gains made during the entire psychoanaLytic process. The indications for termination, the patient's readiness to take on this ffnaL piece of work, and the roles of both anaLyst and analysand in initiating and facilitating the process will be examined during this course. In addition, we will try to understand the patient's and the analyst's resistance to termination as we Look at the typical process of termination as well as the differences between planned and premature or forced terminations. We will also look at follow· up studies of post·termination contact between analyst and former analysands-particuLarly as these invoLve analytic candidates.

SPECIAL TECHNICAL ISSUES IN PSYCHOANALYSIS
Each session addresses a major topic that is seen by experienced analysts to sometimes derail psychoanalysis if the process does not take account of these issues, as part of the overall process. Often there is not an adequate literature addressing these Issues. So that instead of extensive reading, candidates may be asked to present case vignettes illustrated by the topic of the session and the teachers may also introduce vignettes, from their own extensive clinical experience.

Year Five

1st Trimester

Psychoanalysis Project Presentation

2nd Trimester

Writing Elective I

3rd Trimester

Writing Elective II

Application

Please fill out the application(s) and mail to:

New Orleans-Birmingham Psychoanalytic Center
3624 Coliseum St.
New Orleans, LA 70115

Adult Program Application (.pdf)

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