Thursday, September 21 at 7:15 pm
9/28; 10/5; 10/12; 10/19; 10/26; 11/2; 11/9
1/25; 2/1; 2/8; 2/15; 2/22; 2/29; 3/7
Sunday, May 5, 2024
The small group case seminars provide the opportunity to apply the Interpersonal perspective to clinical material presented by students. These group case seminars are divided into four modules of seven weeks, each with a different instructor, and develop the material taught in the theory classes.
Weekly individual consultation sessions, included in the student’s tuition, generally take place between 10:00am-4:00pm in the private offices of faculty members. Consultation sessions outside of these hours can be scheduled through mutual agreement between faculty and student, as can consultation via videoconferencing.
1. Students will be able to discuss the importance of the therapeutic frame (i.e. space, time, fees) for safety and creating psychic boundaries around the treatment situation.
2. Students will be able to understand the place of the patient’s cultural context and its influence on subjective experience and the therapeutic relationship.
3. Students will be able to define “detailed inquiry” and discuss its role in data gathering in both the initial consultation and in later elaboration of the patient’s ongoing subjective experience.
4. Students will be able to reflect on their countertransferential experience to understand the patient’s dynamics and inform interventions.
5. Students will be able to discuss the interface between consultation and the beginning of psychotherapy treatment.
1. Students will be able to discuss the importance of a developmental perspective in the treatment of adult patients.
2. Students will be able to describe attachment styles and how to utilize this information in adult treatment.
3. Students will be able to understand the importance of mentalization in early experiences with caregivers and in the adult treatment setting.
4. Students will be able to incorporate issues of culture: family background, gender, class, and ethnicity and how these and other aspects of culture may impact development over the lifespan.
5. Students will be able to apply developmental theory to the therapeutic relationship.
1. Students will be able to explain primary conceptual differences among three basic psychoanalytic models (relational matrix/interpersonal, developmental arrest, and classical drive/conflict) with respect to the patient-analyst relationship and therapeutic action.
2. 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.
3. Students will learn about the 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 differently depending on the model.
4. Students will be able to discuss the concept of resistance from different angles depending on the psychoanalytic model they are using.
5. Students will be able to discuss differences between the conceptualizations of the “unconscious” in different models, as well as distinctions between the concepts of repression and dissociation and their applicability to contemporary work with trauma.
1. Students will be able to describe at least three of the following approaches to psychoanalytic listening: classical, interpersonal, object relational and self-psychological.
2. Students will be able to explain how different psychoanalytic orientations influence what the therapist listens for and to in a session.
3. Students will be able to discuss how listening bias influences what is interpreted or not interpretated in a session.
4. Students will be able to discuss at least three types of intervention including: inquiry, content interpretation and process interpretation or counter-transference use.
5. Students will be able to describe ways in which their listening skills have changed over the course of this module.
1. Students will explore the usefulness of closely following their awareness of shifts during sessions.
2. Students will reflect about ways in which countertransference can be of use in informing interventions with their patients.
3. Students will be able to discover alternative formulations of clinical data.
4. Students will be able to discuss issues including sexuality, race, culture and societal contributions to dynamics within the treatment setting.
A certificate of completion of coursework is awarded at the end of the course and 70 CME credits are available (17.5 credits per module).
Students who complete the IPPP training are eligible to join the Contemporary Clinical Workshop.