Curriculum 2024

Overview of the Program

The William Alanson White Institute is offering a unique program for clinicians of all levels of experience, starting in January 2024.  The program is focused on expanding and deepening one’s experience of treating children and adolescents within an Interpersonal and Relational framework.  Each month distinguished faculty members from William Alanson White Institute will present on a variety of contemporary clinical topics and case material. This program is designed to enhance participants’ clinical skills and intellectual understanding of psychodynamic psychotherapy of children and adolescents.

When:  7:30 – 9:00 pm on the second Monday of the month (except Oct 2024 which will be the first Monday).

Dates:  January 8, 2024, February 12, March 11, April 8, May 13, June 10, (no class July or August) September 9, October 7, November 11, December 16.

Where:  ZOOM – William Alanson White Institute Zoom Link

Continuing Education Credits: 15


Early Registration: $475 (through 12/1)

Professionals starting 12/1/23: $550

Students, Candidates and current attendees to Adolescent Upheaval Course: $400

Program Director:  Wendy Panken, LCSW

Class 1       Daniel Gensler, Ph.D.   January 8, 2024

 How To Start:  Engaging and Beginning Treatment with Children and Adolescents

Ed.:  Marylou Lionells, John Fiscalini, Carola H.Mann, & Donnel B. Stern.  The Analytic Press: Hillside, 

Learning objectives

  1. Students will be able to describe key elements to consider when beginning treatment with children, including assessment and treatment planning
  2. Students will be able to discuss engaging the child in the treatment process from an interpersonal perspective


Daniel Gensler, Ph.D. is Director of Training and of the Externship at the Child Adolescent Psychotherapy Training Program at the William Alanson White Institute as well as training and supervising analyst at White. He is co-author of Relational Child Psychotherapy (2002) and has published many articles and chapters in the professional literature. He is a clinical psychologist in private practice doing psychotherapy, supervision, and psychoeducational evaluations in Manhattan and Great Neck, NY.

Class 2       Jacqueline Ferraro, D.M.H.  February 12, 2024 

Play Is the Thing!  Using Play Therapy for Listening, Formulating and Intervening

 Learning Objectives

  1.  Students will identify ways to become a play partner for a child.
  2.  Students will interpret within the metaphor of play: description of interaction, gradual focus on affect, defense, and underlying motives 
  3.  Students will discuss when to interpret outside the metaphor

Jacqueline Ferraro, D.M.H.  is Director of the Child and Adolescent Psychotherapy Training Program (CAPTP) at the White Institute, faculty, and supervisor; Executives Committee member, faculty and supervisor in the Eating Disorders, Compulsions and Addictions Service (EDCAS), the William Alanson White Institute. Dr. Ferraro is in private practice in Manhattan.

Class 3       Gary Schlesinger, Ph.D.        March 11, 2024  

Transference and Countertransference Issues in Working with Children and Adolescents.

Learning Objectives

  1. Students will  identify manifestations of transference in the child patient
  2.  Students will  describe the interaction of transference and countertransference in child treatment


Gary Schlesinger, Ph.D. is a clinical psychologist and psychoanalyst.  He is a member of the faculty of the William Alanson White Psychoanalytic Institute where he teaches both adult psychoanalysis and child and adolescent psychotherapy.  He is the former Director of the Parent Center at the Institute.  He is in private practice in New York City where he treats adults, adolescents, and children.  

Class 4       Lisa Dubinsky, Psy.D.   April 8, 2024

 When The Very Young Need Intervention:  Treating Toddlers and Preschoolers

Learning Objectives

  1.  Students will identify ways to interface with schools and parents to promote support in the initial phase of treatment.
  2.  Students will identify ways to engage young children in the therapy process and assess the young child’s symbolic play skills. 
  3. Students will identify how to help parents make useful changes and feel comfortable.


Lisa Dubinsky, Psy.D. is a clinical psychologist, with a special interest in early childhood and children on the autism spectrum. She is a consultant with mainstream preschools and works with children of all ages, parents, and adults in psychotherapy.  She is on the faculty of the CAPTP Program at the White Institute.

Class 5       John Matthews, Ph.D.             May 13, 2024

Working with the Parents of Child and Adolescent Patients

Learning Objectives

  1. Students will identify the complexities of working with parents of children and adolescents.
  2. Students will understand different ways to strategically engage and work with parents.

John Mathews, PhD, is a licensed clinical psychologist who practices practical-relational psychotherapy, and specializes in work with children and adolescents. He received his associate degree from the University of Florida, his bachelor’s from Harvard College, and his Master’s and PhD (in Clinical Psychology) from New York University. Dr. Mathews completed an externship at Bellevue Hospital’s Pediatric Resource Center and his internship in clinical child psychology at St. Luke’s.

For over twenty-five years, Dr. Mathews has worked with children, adolescents and adults in his private practice, as well as supervising graduate students in child and adolescent psychotherapy practice for Teachers College, City University and the Ferkauf Graduate School of Psychology. In addition, he teaches in the Child and Adolescent Psychotherapy Program at the William Alanson White Institute and supervises students in that program.

Class 6        Pascal Sauvayre, Ph.D. June 10, 2024

The Function of Negativity and Negation in Adolescence

Learning Objectives

  1. Students will  identify some of the complexities of adolescence. 
  2. Students will discuss the function of negation in adolescent development.

Pascal Sauvayre, Ph.D., is faculty, supervising analyst and training analyst at the William Alanson White Institute. He writes and publishes at the interdisciplinary borders of psychoanalysis. His recent projects include contributing to and editing Culture, Politics and Race in the Making of Interpersonal Psychoanalysis (2022: Routledge), and contributing to and editing The Unconscious: Contemporary Refractions in Psychoanalysis (2020: Routledge). Other projects include contributing to Renewing Hermeneutics: Thinking with Paul Ricoeur (2021: Inschibboleth), editing the English translation of Tomàs Casado’s and María Herrero’s Early Relational Trauma and the Development of the Self (2022: Routledge), contributing to Cultural Analysis Now (Edited by Katharina Rothe, Steffen Krüger, and Daniel Rosengart; 2022: The Unconscious in Translation), and translating Jean Laplanche’s The Analyst’s Tub: Transcendence of the Transference (est. 2023: The Unconscious in Translation). He has a private practice.

Class 7       Deborah Glazer, Ph.D. September 9, 2024

Working With Issues of Gender and Sexuality

Learning Objectives 

  1. Students will recognize and address alternative gender representations in young children. 
  2.  Students will discuss ways to understand and support adolescents during the coming out experience.


Deborah Glazer, Ph.D. is a supervisor and faculty member at The Psychoanalytic Psychotherapy Study Center and The Institute for Contemporary Psychotherapy. She is faculty at The Child and Adolescent Psychotherapy Training Program at The William Alanson White Institute. Dr. Glazer is the author of many papers and presentations on gender & sexuality and is co-editor of Gay & Lesbian Parenting (Haworth Press, 2001). She is a psychologist/psychoanalyst in private practice in the Chelsea section of NYC.

Class 8 October 7, 2024

The Importance of the Sibling Relationship:  Developmental and Psychodynamic Aspects 

Learning Objectives

  1. Students will develop an appreciation of the sibling bond as impacting a child’s development and their internal psychic world.
  2. Students will become familiar with the lateral and vertical transference.


Stacey Nathan-Virga, Ph.D. is a clinical psychologist and psychoanalyst.  She is Director of Clinical Services, Supervisor of Psychotherapy, and Faculty member of the William Alanson White Institute.  She is in private practice in New York City and Westchester, NY treating adults, adolescents, and children.

Class 9       Susan L. Rose, Ph.D.    November 11, 2024

Coming To Life Within the Relationship:  The Challenges and Rewards of Engaging the Autistic Child

Learning Objectives

  1. Students will explore with a mentalization based approach to treatment and it’s specific application to children with a diagnosis of autism spectrum disorder.
    2. Students will learn games, activities and interventions that encourage patients with ASD to mentalize. Participants will learn how an improved capacity for mentalization can positively impact the lives of these patients. 


Susan L. Rose, Ph.D.  Faculty and Supervisor, William Alanson White Institute, Psychoanalytic Training Program and Child and Adolescent Psychotherapy Training Program.  Director, Child and Family Center, William Alanson White Institute.  Adjunct Clinical Supervisor, Clinical Psychology Program, City College of New York.  Editorial Board, Journal of Infant, Child, and Adolescent Psychotherapy.

Class 10       Jonathan Cohen Ph.D., ABPP  December 9, 2024

Modes of Therapeutic Action:  Reflecting on What Works in Child and Adolescent Psychodynamic Psychotherapy

Learning Objectives

  1. To consider what is clear and not to you about what fosters helpful change in your child psychotherapeutic work.
  2. To consider a range of past understanding about therapeutic action in pour work with children and their families.


Jonathan Cohen, Ph.D., ABPP is a practicing child, adolescent and adult psychoanalyst and clinical psychologist.  He has taught as an Adjunct Professor in Psychology and Education, Doctoral Program in Clinical Psychology, Teachers College, Columbia University.  He is the author of many papers and books including:  The Psychoanalytic Study of Lives Over Time:  Clinical and Research Perspectives on Children Who Return to Treatment as Adults (Academic Press 1999) and Feeling Safe in School:  Bully and Violence Prevention Around the World (Harvard Educational Press, 2020). 

William Alanson White Institute of Psychiatry, Psychoanalysis & Psychology 20 West 74th Street, New York, NY 10023 | (212) 873-0725