ADULT PSYCHOANALYTIC TRAINING PROGRAM
FOUR YEAR PROGRAM

September 2006 – June 2010
(In progress. Next class planned for Fall 2008)

 

*Introduction*

The San Diego Psychoanalytic Society & Institute (“SDPSI”) provides training programs for the comprehensive education and clinical training in adult psychoanalysis, and in child & adolescent psychoanalysis. There is also an Academic Associate Program for the scholastic study of psychoanalysis that does not include clinical training.

The curriculum strives for scholarly achievement, personal growth, and the development of clinical competence in practicing psychoanalysis and psychodynamic psychotherapy. While certain minimal requirements must be met, the education of a psychoanalyst depends on a tripartite model and the realization of a favorable balance among the three basic components of psychoanalytic education: 1. A personal analysis conducted by a Training Analyst; 2. A four-year curriculum of didactic seminars; 3. Supervised clinical experience and a continuous case conference until graduation.

*General Information*

Table of Contents - APT

I. Hours of Classes
The next class for the Adult Analytic program is planned to begin in September of 2008. Classes meet on Wednesday afternoons from 3pm to 7 or 7:30pm. Occasional seminars are held on Saturday mornings. There are three terms: Fall Term from September to November; Winter Term from December to February; and Spring Term from March to May. Seminars for the program in Child and Adolescent analysis require at least three years for completion. Any additional seminars are scheduled one evening a month from September through May.

II. Suitability for Training
All applicants must possess a license to practice in California at the time clinical training begins and must have been trained at an accredited school. Those eligible to apply are: Doctors of Medicine or Osteopathic Medicine who are in or have completed a psychiatry residence program; mental health professionals with a clinical Master’s degree who have completed at least two eligible, additional post-doctoral years of didactic and clinical training. Under certain circumstances a waiver of the above standards may be possible. A waiver is not required for participation in the Academic Associate Program. This is a non-clinical program for academicians whose work and interests would be served by the systematic study of psychoanalytic theory.

Selection for psychoanalytic training requires the applicant have mature character and ethical values. No applicant is ever excluded on the basis of age, race, ethnic background, religious affiliation or sexual orientation.

III. Admission Requirements
A brief biography highlighting the development of interest in psychoanalysis, educational transcripts, letters of reference, etc. (Please download the application packet at the link above).

IV. Components of Psychoanalytic Education and Clinical Training
Education in psychoanalysis is based on tripartite model, consisting of:

1) Personal analysis
2) Supervised clinical work in psychoanalysis of adults
3) Didactic seminars.

The personal experience of psychoanalytic treatment for the student aims to help the understanding and hope for lasting change. Education in psychoanalysis assists the candidate in acquiring the theoretical background and clinical skills necessary for the effective use of psychoanalytic process in the treatment of mental dysfunction. This didactic education involves organized clinical and theoretical seminars and regular supervision of psychoanalytic clinical work. Its goals include the candidate’s gaining an appreciation of the technical features of the analytic setting, the nature and commitment of analyst and analysand, and the nature of the psychoanalytic stance and attitude that contributes to the success of the psychoanalytic process.

1) Personal Psychoanalysis
An essential aspect of psychoanalytic education is the personal psychoanalysis. A firsthand analytic experience is essential for clinical training and as a way to understand one’s own unconscious processes. This experimental knowledge is fundamental for working with patients and understanding one’s own evoked reciprocal responses that are commonly part of the psychoanalytic process. Personal analyses are conducted four of five times a week through termination, except under special and temporary conditions. Because in its early stages a personal analysis can potentially be unsettling, it is recommended that the analysis begin in advance of matriculation, ideally at least a year, but a minimum of six months is required before the beginning of the psychoanalytic curriculum.

Candidates who have completed a prior analysis with a training analyst must be in a training analysis at least during part of their supervised work, so that countertransference reactions and experience can be analyzed. Generally, where the student has completed a prior analysis it is advised that the student consider having the experience of an analysis with another training analyst. This section should be based on the student’s own sense of whom he or she would like to work with. However, SDPSI cannot guarantee that unanticipated events such as illness, poor health, or a decision to leave the community, will not interfere with or interrupt the analysis. Each student should discuss any such concerns with a potential analyst before beginning the analysis.

Fees are set by an agreement between the analyst and the student. Training analysts do not participate in administrative discussions or decisions regarding the progress of their analysis, and they report only the number of analytic sessions conducted each month. The decision to terminate an analysis is made by the student and his or her training analyst within the psychoanalytic process. Most students obtain several years of analytic treatment during their training, to allow a substantial portion of the student’s supervised analytic work to occur while the personal analysis is still ongoing.

2) Supervised Clinical Work
The supervisory relationship provides the context within which the candidate identifies and develops the skills needed to successfully use the psychoanalytic method. Candidates are encouraged to select a supervising analyst at the time they begin classes, in order to begin thinking psychoanalytically about their current case load. After satisfactorily completing the first six months of seminars, the student may apply for authorization to begin the first supervised analytic case.

While in the program, most of the analytic patients in supervised psychoanalysis will come from the E.M. Lippett Psychoanalytic Referral Service. The fees for supervision are negotiated between student and supervisor and commensurate with the fee paid by the analysand, but with a maximum fee determined by the Education Committee. Training analysts will not supervise their own analysand at anytime during the candidacy.

3) Didactic Seminars
A carefully designed sequence of seminars should enable the student to acquire a comprehensive understanding of the fundamentals of the psychoanalytic theory and clinical practice, and the interrelationship between them. The integration of these seminars with the student’s ongoing supervised psychoanalysis allows the student not only to understand the theoretical underpinnings of both clinical material and methodology, but also to gain conviction of the manner in which clinical material provides the empirical basis for theoretical formulations and their revisions.

The seminars are organized into four tracks or perspectives, each with a number of courses: (a) Psychoanalytic theory or conceptual perspective; (b) The developmental perspective, including child, adolescent and adult development; (c) Psychopathology; and; (d) Clinical practice.

 

a) The theory or conceptual track begins with a survey of historical context, both scientific and cultural, in which the discovery of psychoanalysis took place. During the five years, the student will cover the fundamental theoretical approaches found in psychology and object relations theory. In addition, issues under much current psychoanalytic investigation, such as gender identity, sexual development and the bridging of psychoanalysis with neuroscience are explored.

b) The developmental track studies psychoanalytic theories of development beginning with infancy and continuing throughout the life cycle. The origin, adaptive significance and structural outcome of aspects of human experience such as affects, sexuality, development of self and object choice are explored.

c) The psychopathology track explicates psychoanalytic theories of neurosis, character disorder, borderline personality organization, and narcissistic pathology, as well as other serious pathological conditions.

d) The clinical practice track first examines assessment of indications and suitability for psychoanalytic treatment. Seminars then address the conceptual and technical aspects of the opening phase, middle phase, transference neurosis and termination. The concepts of resistance, transference and countertransference, are studied from clinical and metapsychological points of view. Dreams and their special role in clinical work are explored in the contexts of the different phases of the analysis. Special attention is focused on the formulation of interpretations, to their dynamic effects, to the place of conjecture and to the role of speech and language analysis. The student is given an ample opportunity in continuous case seminars and most courses, to present his or her own clinical material and to learn how to think and write about the analytic process. The various types of case studies, including initial evaluation, progress reports and summaries for certification are discussed.

Although the basic curriculum is completed in five years, all students continue to participate in a limited schedule of elective seminars and clinical case conferences beyond their fourth year, until all requirements for graduation are fulfilled. A detailed description of each course and its instructional hours is available upon request from the Administrator.

V. Progression
Each successive phase of the educational process provides some means of assessing progress in the previous phase. The student’s work and aptitude for continued training is evaluated periodically by the Candidate Progression Committee throughout training. This assessment includes a review of the candidate’s performance in didactic seminars and in clinical work. The student’s evaluations are available upon request. Students are expected to attend all class sessions. Credit for any course will require that the student have no more than two absences, unless other arrangements to make up the deficiency are made with the instructor.

Candidates are not authorized to conduct unsupervised psychoanalysis until such authorization is formally given by the Institute. A student may request permission to do unsupervised analysis, after having had considerable experience with at least three cases under supervision, if the student’s three supervisors and the Education Committee agree that the candidate has demonstrated the capacity to independently conduct competent psychoanalysis.

VI. Leave of Absence Policies
A student may request a temporary leave of absence from the program. A temporary leave of absence needs to specify the amount of time the student will be on leave and the reason for the absence. Just prior to the conclusion of that time off the student is expected to notify the school in writing of his/her decision to resume training or extend the leave of absence.

VII. Annual Fees for Courses and other Services:

Child Psychoanalytic Program Tuition:
Candidates in Adult Training…..$350.00
Graduates of Adult Training……$450.00

♦♦Courses and applicable fees are subject to change without notice♦♦

Personal Analysis & Supervision Costs: The cost of the candidate’s personal analysis and supervision cases are arranged individually with the Training & Supervising Analyst.

VIII. Cancellation of Training and Refund Policies and Provisions
The student has the right to withdraw from the program at any time. If the student withdraws from the program, in writing, prior to the completion of the term, a prorated portion of the paid tuition will be refunded, less a $100 administrative fee.

IX. Approval to Operate and Offer Continuing Education Credit
The San Diego Psychoanalytic Society & Institute has been approved as a Continuing Education Provider under the Consumer Affairs Department, Board of Behavioral Sciences Business and Professions Code, CEP4940 and PCE794 by the Board of Behavioral Sciences to offer continuing educational credits for RNs, MFTs, LCSWs, MSW. SDPSI is accredited by the Institute for Medical Quality and the California Medical Association to provide continuing medical education for physicians. The SDPSI takes responsibility for the content, quality and scientific integrity of this CME activity. The accreditation period covers July 22, 2003 to July 21, 2007.

X. Adult Psychoanalytic Training Program Faculty
Training & Supervising Psychoanalysts
Joanne E. Callan, PhD, Director of Education
Calvin A Colarusso, MD**
Richard B. Hicks, MD
John Hassler, MD
Lee Jaffe, PhD
Nadine A. Levinson, DDS
James L. Morris, MD (LOA)
Robert A. Nemiroff, MD*
Alvin Robbins, MD
Barbara Rosen, PhD
Sanford Shapiro, MD
Stephen R. Silk, PhD
Michele A. Stewart, MD
Alan Sugarman, PhD**
Lee Jaffe, PhD*
Geographic Rule TA/SA
Phyllis Tyson, PhD
Robert Tyson, MD
Senior Instructors
Ada Burris, MD
Adaline E. Corrin, MD
Edward L. Fields, MD
Jaga Nath Glassman, MD
Stephen H. Gould, MD
Paul Keith, MD
Haig A. Koshkarian, MD
Donald L. Kripke, MD
Eli Miller, MD
Gay Carol Parnell, PhD
Davis A. Suskind, MD
Harry B. Woods, MD
Bryan Bruns, MD
Judy Hughes, PhD
Instructors
Judith Braun, MD
Diane Hoye Campell, MD
Gordon Caras, PhD
David J. Diamond, PhD
Steven Elig, MD
Dan Gardner, MD
Thomas A. Hessling, MD
Keith Kanner, PhD
Claudia Law-Greenburg, PhD
Hollis McMillan, PhD
Timothy Rayner, MD
Eduardo Val, MD
Mel-Spiro, PhD
Maria Ritter, MD
Martha Peck, PhD
Caroline de Pottel, PhD, LCSW