TABLE OF CONTENTS

CHD Board of Trustees and Administration . . . . 5
Introduction . . . . . . . . . 6
Mission Statement . . . . . . . 6
What is Modern Psychoanalysis? . . . . . 7
General Information for New Students
CHD Locations . . . . . . . 8
Faculty . . . . . . . . 9
Accreditation . . . . . . . . 9
Research Library . . . . . . . 9
Outpatient Treatment and Referral Service . . . . 9
Continuing Education Programs . . . . . 9
Admissions Procedures . . . . . 10
Information for Enrolled Students
Training Analysis Requirements . . . . . 10
Supervision Requirements . . . . . . 10
Selecting Analysts and/or Supervisors . . . . 11
Grading Policies . . . . . . . 11
Student Records . . . . . . . 11
Advisement . . . . . . . . 11
Leave of Absence . . . . . . . 12
Interruptions for Unsatisfactory Attendance, Grades, and/or Progress 12
Grievance Procedures . . . . . . 12
CHD Students’ Committee . . . . . . 12
Academic Calendar: 2005-2007 . . . . . 13
CHD Program in Psychoanalysis
Program Description . . . . . . . 16
The Curriculum . . . . . . . 16
Suggested Sequence of Courses . . . . . 19
Course Descriptions . . . . . . . 20
Fieldwork Program . . . . . . . 30
Clinical Internship: Outpatient Treatment and Referral Service . 30
Graduation Requirements for Certification
in Psychoanalysis . . . . . . . 31
Fee Schedule for Program in Modern Psychoanalysis . . . 32
Refund Schedule . . . . . . . 33
Tuition Payment Plan . . . . . . . 33
Student Transcripts . . . . . . . 33
CHD Journal: Current Trends in Psychoanalysis and Psychotherapy . . 34
CHD-HEED Doctoral Programs in Psychoanalysis . . . 35
CHD June Workshops . . . . . . . 35
CHD Program for Teaching Assistants . . . . 35
Faculty Biographies . . . . . . . . 36
Admissions Application . . . . . . . 39
Subscription Form for Current Trends
in Psychoanalysis and Psychotherapy . . . . . . 41

CHD BOARD OF TRUSTEES AND ADMINISTRATION

Board of Trustees
Susan R. Blumenson, Ph.D., Secretary
Phyllis F. Cohen, Ph.D.
Walter Goldstein, Ph.D., Public Member, Chair
Susan Jakubowicz, Ph.D., Executive Director
Allan Jay, B.S., Public Member
Lynne Sacher, Ph.D., Executive Director
Henry Schaeffer, M.D., Public Member
Michaela Kane Schaeffer, Ph.D.

Board of Consultants
Clinical Programs Shirley B. Love, Ph.D.
Group Studies Programs Leslie Rosenthal, Ph.D.

Administration
Executive Director Susan Jakubowicz, Ph.D.
Executive Director Lynne Sacher, Ph.D.
Dean of Curriculum Susan R. Blumenson, Ph.D.
Dean of Advisement and
Scientific Events Ruth S. Meyers, Ph.D.
Chair, Special Projects Phyllis F. Cohen, Ph.D.
Coordinator, Group Studies Marge Blaine, Ph.D.

INTRODUCTION

At the Center for Human Development (CHD), the candidate finds an educational experience of the highest quality, provided by experienced, dedicated professionals, whose expertise comes from years of clinical practice, education, and research in the field. The Center for Human Development offers a curriculum that is both diverse and complete. Candidates immerse themselves in clinical studies, psychoanalytic theory, historical perspectives, maturational development from in utero to advanced age, research, and also begin to participate, as clinicians-in-training, in the supervisory experience that is a cornerstone of professionally responsible psychoanalysis.
In the spirit of exploration and scholarship, CHD provides students with the training program and experience to satisfy their goals and aspirations. The institute infuses their education with consideration, knowledgeably advising them and enthusiastically guiding their progress through its programs at a comfortable pace. We believe that training students to become psychoanalysts is more than an avocation—it is a service we can give to support the health of our community and our society.
CHD also is proud to offer its students the benefits of its close affiliation with the Hattie R. Rosenthal College of Psychoanalysis at Heed University. Credits earned at CHD may be used toward the doctoral degrees offered by Heed University, thus facilitating the acquisition of a doctorate in psychoanalysis, if the candidate so desires.

MISSION STATEMENT

The mission of the Center for Human Development is to provide intensive clinical training and academic expertise in Modern Psychoanalysis. The institute offers courses in the history, theory, and technique of psychoanalysis, case supervision, and research. The educational experience derives from both emotional and intellectual learning.

We introduce mental healthcare professionals, including social workers, psychotherapists, psychologists, and psychiatrists, to Modern Psychoanalytic techniques, offering a lively forum for the exchange of ideas. To maintain high professional standards and ethics in the practice of psychoanalysis, in compliance with several external accrediting bodies, we award certificates in psychoanalysis to qualified graduates.

Not only does CHD foster research on new understandings of human growth and development, we arrange for its publication in our journal Current Trends in Psychoanalysis and Psychotherapy. Here, we publish articles from all psychotherapeutic disciplines. We present the unique ways these respective disciplines have developed of helping patients/clients, so that we may learn more about the therapeutic process. We value what spiritual, community, financial, and government leaders, as well as educators, have to contribute to our field’s base of knowledge.

Our beneficial community outreach program includes a CHD Outpatient Treatment and Referral Service, which complies with city and state regulations. It offers low-fee, short- and long-term psychotherapy to the community, with advanced CHD candidates, working under close faculty supervision, staffing the Service. We sponsor lectures, conferences, special events, and June workshops on a variety of mental health topics of interest to the community, such as substance abuse, conflict resolution, parenting, romantic and family relationships, vocational decision-making, and career advancement.

Finally, we encourage candidates in the pursuit of further education, in the form of advanced degrees, such as the Psy.D. and Ph.D. in psychoanalysis, at institutions of higher learning. Our affiliation with the College of Psychoanalysis at Heed University enables students to work toward their degrees by earning advanced credit from courses in the psychoanalytic program.

WHAT IS MODERN PSYCHOANALYSIS?

Modern Psychoanalysis, a logical extension of Sigmund Freud’s contributions to the development of psychodynamic psychotherapy, emerged from the clinical research and theoretical writings of Hyman Spotnitz, a noted psychoanalyst and psychiatrist. Freud originally postulated that successful psychoanalytic treatment depended upon a transference relationship developing between patient and therapist. Under the influence of this transference phenomenon—whereby patients relate to their analysts as if they were emotionally significant past objects, such as their parents and/or siblings—patients may re-experience the trauma that blocked their healthful emotional development. With the analysts’ timely interpretive responses, patients resolve those internal conflicts, and proceed along a more constructive life path. Freud believed, however, that patients who suffered from more severe narcissistic disorders would not benefit from psychoanalysis because their egos remained undifferentiated. He observed that they did not enter a transference state in sessions, nor did they respond to interpretation, his method of choice.

Working with schizophrenic patients in an institutional setting, however, Spotnitz discovered that severely ill patients would indeed take part in a transference relationship, though of a more primitive type. Spotnitz deemed this the narcissistic transference and his subsequent work with this patient population, resolving their narcissistic defenses so that they could move forward to form object relationships, became the basis of Modern Psychoanalysis.

Moreover, Spotnitz recommended that special techniques be used when treating patients with primitive ego structures. Modern Psychoanalysts employ a group of unthreatening, ego-strengthening techniques that facilitate the narcissistic patient’s capacity to verbalize his/her thoughts and feelings. They note and follow the contact function (the way the patient contacts the analyst and in what frequency), maintaining awareness of appropriate levels of stimulation and/or frustration for their patients in sessions by monitoring the frequency and quality of their patient’s contacts. Modern Psychoanalysts employ joining techniques: portraying their own responses to the material presented as empathic or similar to those of their patients’, so that patients feel understood; mirroring techniques: whereby patients unaware of, or in repression of their emotional states, may safely discover them through the therapist’s renderings of their reactions. Acutely aware that narcissistic patients are often terrified to experience their own thoughts and emotions (especially negative ones), Modern Psychoanalysts work extensively with the induced feelings they receive from their patients. They willingly accede when their patients attribute their strong, “dangerous” thoughts and feelings to their analyst, because it provides a less threatening, indirect way of exploring those feelings more fully. Using emotional communications to strengthen patients’ egos and avoid narcissistic injury, analysts demonstrate that, although they (the analysts) may have such “terrible” proclivities, no disaster ensues, and no one is injured merely by having strong feelings. In fact, slowly encouraging their patients to first identify and then accept all their thoughts and feelings by using these seminal techniques, Modern Analysts help their patients mature from a narcissistic to a more objective state.

Modern Psychoanalysts are trained to treat dysfunction stemming from the preverbal stage of life. Patients so afflicted cannot, by definition, relate the parameters of their distress except through their feeling states, so Modern Psychoanalysts are adept at detecting subtle changes in a patient’s feeling states by analyzing their own feelings in sessions. If the analyst becomes aware of an unexpected feeling or thought association, s/he may be tuning in to his/her patient’s unconscious. This countertransference analysis is another cornerstone of Modern Psychoanalysis. It is done sedulously, often in concert with a supervisor, who helps the student-analyst distinguish among the objective emotional experience s/he has with the patient and those subjective elements from the analyst’s own life that might interfere with the successful progression of the patient’s treatment. The systematic use of specialized Modern Psychoanalytic techniques and the scrupulous investigation of transference-countertransference dynamics permit the Modern Psychoanalyst to successfully treat a patient population that includes not only the higher-level disorders, but also the most seriously afflicted, primitive psyches.

GENERAL INFORMATION FOR NEW STUDENTS

CHD Locations
The Executive Offices, a Director’s office, and a large classroom are located at 1225 Park Avenue, Suite 1A, New York 10128. In addition to this location, classes meet in our instructors’ offices throughout Manhattan and Brooklyn. Most offices are handicap-accessible, as is the main Executive Office. We make accommodations for the special needs of our students. Our Administrative Offices are located at 16-21 Split Rock Road, Fair Lawn, New Jersey 07410. Office hours are Monday through Friday, 9am-5pm. You may leave messages at any time at our telephone number, (212) 642-6303, or e-mail address, CtrHumanDev@aol.com. Our facsimile number is (201) 791-1735.

Faculty
The faculty of the Center for Human Development includes certified psychoanalysts, who also hold advanced degrees in psychoanalysis, psychology, social work, education, the sciences, and/or the humanities. Most faculty members are registered by the American Board for Accreditation of Psychoanalysis (ABAP), and by the Society of Modern Psychoanalysts (SMP). For a fuller description of credentials and publications, please consult the section herein entitled, “Faculty Biographies.”

Accreditation
The Board of Regents of the University of the State of New York granted CHD a provisional charter in 2002. CHD is a Full Member of the American Board for Accreditation of Psychoanalysis (ABAP). It is an organizational member of the National Association for the Advancement of Psychoanalysis.

Research Library
In its Executive and Directors’ offices, CHD maintains a library of 3600 volumes for the use of its students and faculty. Books, journals, and reprints of articles from the fields of classical psychoanalysis, modern psychoanalysis, group therapy, couples therapy, family therapy, neuropsychology and complementary medicine, among others, form the library’s holdings. The library in the Administrative Office contains complete files of course readings and bibliographies. In addition, our central location in New York City gives students and faculty access to some of the best psychoanalytic libraries in the country; the medical libraries at various teaching hospitals and the libraries of graduate and social work schools.

Outpatient Treatment and Referral Service
CHD maintains an outpatient treatment and referral service providing individual, couple, family, and group treatment at low cost to the community. Under the direction of CHD’s senior psychoanalysts, advanced candidates staff the Service and treat patients under close faculty supervision. All treatment conducted by candidates is monitored closely by CHD faculty in supervisory courses S202 and S203; in clinical course C108; and in individual and group supervision. The Treatment Service complies with all city and state regulations.

Continuing Education Programs
Each year, CHD offers continuing education workshops that are open to students, professionals in the field and the community. (For more information, see the section herein entitled “June Workshops.”) We have a Scientific Events Program that presents semi-monthly Sunday evening seminars of interest to the professional and lay communities. In addition, we offer several Special Projects per year, consisting of clinical discussions and other presentations. Students may earn Continuing Education credits by attending our courses, June workshops, Friday night seminars, Special Projects and conferences. Those interested in continuing education credits, such as social workers, psychologists, counselors, and educators, should contact the Administrative Offices. For general information about our continuing education programs, and/or to be added to our mailing list, please contact the Office of Administration.

Admissions Procedures
If you would like to register for courses at CHD, please telephone the Office of Administration at (212) 642-6303, or e-mail us at CtrHumanDev@aol.com, to request an application. Alternatively, you may complete the application form at the end of this Bulletin and mail it to our Administrative Offices. We accept applications and transcripts throughout the year, and students are admitted for either Fall or Spring semesters. After we receive your application form, accompanied by a check for $65, we will arrange an admission interview.

You may request equivalency credit for coursework, training analysis, and supervision completed at other psychoanalytic institutes. Please submit transcripts of previous academic work to the Admissions interviewer. The Admissions Committee will evaluate these transcripts in order to grant credit, where appropriate, for previous psychoanalytic education and training.

CHD admits all students without regard for age, ethnic background, nationality, race, religion, sex, sexual orientation, or disability. We admit all students interested in taking courses. A baccalaureate degree is unnecessary for admission; before institute graduation/certification, however, students in the psychoanalytic program must have completed both baccalaureate and masters degrees from accredited colleges and universities.

INFORMATION FOR ENROLLED STUDENTS

Training Analysis Requirements
To conduct treatment with minimal interruption by unconscious, personal and/or ethnocultural biases, all students in the psychoanalytic program are required to enter a training analysis with a NAAP-registered training psychoanalyst. The training analysis is the cornerstone of all practice in the field; it deeply educates students about their own psychological makeup and the workings of the unconscious. We ask that students begin an individual training analysis by the second semester of attendance in the program.

Students choose their own analysts, privately establishing with them both frequency and fee. Candidates must remain in training analysis throughout their study at CHD. They may request equivalency credit for previous modern and classical psychoanalyses during their admissions interviews; such requests will receive consideration by the CHD Admissions Committee.

In order to graduate from the institute as a psychoanalyst, students must complete a total of 450 hours of Modern Psychoanalysis with a certified, NAAP-registered modern psychoanalyst. Of this requirement, 150 hours may be satisfied in group analysis with a certified, NAAP-registered modern analyst.

Supervision Requirements
Supervision teaches students about intrapsychic and interpersonal dynamics in the treatment setting. In particular, it focuses them on the elements of transference, unconscious fantasy, resistance, countertransference, and countertransference resistance, while also offering them various ways of integrating theory and technique in clinical treatment. Moreover, students learn how to formulate and implement a wide range of interventions.

For graduation from the program in psychoanalysis, a minimum of 150 hours of supervision with certified, NAAP-registered modern psychoanalysts on CHD’s faculty is required. Supervision usually occurs at the ratio of one hour of supervision to every four hours of patient-contact. At least 50 hours must be in Control Supervision of a single case. The other 100 hours must be satisfied with an additional supervisor (each student must have had a minimum of two supervisors in order to graduate). Another option for the 100 hours is a maximum of 50 hours of group supervision with a certified, NAAP-registered modern psychoanalyst, combined with 50 hours of individual supervision. However, since three group supervisory meetings are considered the equivalent of one individual supervisory session, students need 150 group supervisory meetings to meet the requirement of 50 hours of group supervision.

Selecting Analysts and/or Supervisors
Students who request that a faculty member become their analyst or supervisor while taking that faculty member’s course are advised that they need exposure to other faculty members before making that decision. In order to make an informed choice they must wait until the middle of the next semester, when they have had experience with other instructors. At this point, in order for their choices to be approved, students must send their requests to the Executive Directors.

Grading Policies
CHD employs a grading system of Pass, Incomplete, and No Credit. The minimum grade considered satisfactory in all courses is a Pass. In order to receive a passing grade for a class, students must attend the 13 class meetings and write 12 logs. They still may receive credit for the course, however, if they use the two optional absences. If a student misses more than the two allowable absences or fails to submit 12 logs, he/she will not be awarded credit for the course.

Students may discuss with their course instructor any unusual circumstances that have prevented satisfactory completion of a course. At the instructor’s discretion, a student may be offered a grade of Incomplete and told the conditions under which a Pass may be granted later. All grades of Incomplete must be remedied before Week 6 of the following semester.

Student Records
CHD keeps all student records in locked file cabinets in the Executive and Administrative Offices. Each student file contains transcripts of the student’s baccalaureate and masters degree work, a detailed transcript of the student’s CHD coursework, confirmation of the number of sessions completed in training analysis and supervision, and faculty evaluations. Students have the right to review their own files. To request review of their files, students should contact the Office of Administration.

Advisement
When a student enrolls at CHD, the Advisement Committee assigns a Faculty Advisor who remains the student’s mentor throughout his/her training. The Advisor guides the student through the program, answers questions about clinical and academic requirements, aids in planning the candidate’s training program(s), and helps with registration each semester. Students may feel free to contact their Advisors at any time. To discover which Advisor they have been assigned, students may telephone the Dean of Advisement.

Leave of Absence
To request a leave of absence, students may write to the Executive Directors of CHD explaining the reasons for the leave and the proposed semester(s). Students who are granted a Leave of Absence must pay the $50 fee for “Maintaining Matriculation” each semester they are on leave.

Interruptions for Unsatisfactory Attendance, Grades, and/or Progress
In some instances, because of unsatisfactory attendance (more than the two absences permitted in courses), failing grades in courses, and/or unsatisfactory progress (obvious difficulty in mastering theoretical and/or clinical material), the Executive Directors, Deans, and Faculty may recommend that students interrupt their studies at the institute in order to work on the areas causing difficulty. CHD may make specific recommendations about the students’ training analysis, supervision, academic courses, and clinical work—suggestions designed to resolve the obstacles to progress. The Administration will describe in a letter to these students the conditions for readmission. The recommended period of interruption will be determined on a case-by-case basis.

When the period of interruption concludes, students may send a letter to the Executive Directors requesting readmission to CHD’s programs and detailing the steps they have taken to remedy the original problem(s). The Directors will review this letter and send a decision in writing regarding the student’s re-entrance.

Grievance Procedures
CHD provides a set of procedures which students must follow in order to resolve grievances:
1) Students first must discuss their grievance with the faculty member or administrator involved;
2) if this proves unsatisfactory, students then write to the office of the Dean of Advisement describing their grievance and attempts made to resolve it;
3) the Dean of Advisement relays this information to the Executive Directors, who respond in writing to the students;
4) if students disagree with the Executive Directors’ decision, they send a letter of appeal to the CHD Board of Trustees, who writes a timely letter of response stating their decision.

CHD Students’ Committee
In Spring 2002, some students enrolled in CHD’s first semester of classes volunteered to form a Students’ Committee. This committee meets regularly to address the needs of the student body; make suggestions to, or ask questions of, the institute administration; work on continuing education tasks and activities; and aid the institute in advertising its programs and events. A faculty representative functions as an advisor to the committee.

ACADEMIC CALENDAR: 2005-2007

Classes meet 12 times per semester in 2005. From then on, all classes meet 13 times per semester, for an hour and three-quarters each class meeting.

June Workshops meet for four sessions each June.

Spring 2005
- Registration must be received by January 14, 2005. Registration received after this date is subject to a late fee of $25.
- Spring classes begin Monday, January 24, 2005.

Week 1: January 24-27
Week 2: January 31-February 3
Week 3: February 7-10
Week 4: February 14-17
No classes week of February 21
Week 5: February 28-March 3
Week 6: March 7-10
Week 7: March 14-17
Week 8: March 21-24
No classes week of March 28
Week 9: April 4-7
Week 10: April 11-14
Week 11: April 18-21
No classes on Monday, April 25
Week 12: April 26-29
Classes meet on Monday, May 4 only.
q June Workshops begin Monday, June 6 and end Thursday, June 30, 2005.

Fall 2005
- Registration must be received by September 6, 2005. Registration received after this date is subject to a late fee of $25.
- Fall classes begin Monday, September 12, 2005.

Week 1: September 12-15
Week 2: September 19-22
Week 3: September 26-29
No classes week of October 3
Week 4: October 10-12 (Daytime classes only on Weds. 10/12.)
*No classes Wednesday evening October 12, and Thursday, October 13
Week 5: October 17-20
Week 6: October 24-27
Week 7: October 31- November 3
Week 8: November 7-10
Week 9: November 14-17
No classes week of November 21
Week 10: November 28-December 1
Week 11: December 5-8
Week 12: December 12-15
*Classes meet on Wednesday evening, December 21 and Thursday, December 22 only.

Spring 2006
- Registration must be received by January 13, 2006. Registration received after this date is subject to a late fee of $25.
- Spring classes begin Monday, January 23, 2006

Week 1: January 23-26
Week 2: January 30-February 2
Week 3: February 6-9
Week 4: February 13-16
No classes week of February 20
Week 5: February 27-March 2
Week 6: March 6-9
Week 7: March 13-16
Week 8: March 20-23
Week 9: March 27-30
Week 10: April 3-6
No classes week of April 10
Week 11: April 17-20
Week 12: April 24-27
Week 13: May 1-4
q June Workshops begin Monday, June 5 and end Thursday, June 29, 2006

Fall 2006
-Registration must be received by September 6, 2006. Registration received after this date is subject to a late fee of $25.
- Monday classes only begin on September 11; all other classes begin the week of September 18, 2006.
*September 11, Monday classes only

Week 1: September 18-21
Week 2: September 25-28
No classes Monday, October 2
Week 3: October 3-5
Week 4: October 9-12
Week 5: October 16-19
Week 6: October 23-26
Week 7: October 30-November 2
Week 8: November 6-9
Week 9: November 13-16
No classes week of November 20
Week 10: November 27-30
Week 11: December 4-7
Week 12: December 11-14
Week 13: December 18-21

Spring 2007
- Registration must be received by January 12, 2007. Registration received after this date is subject to a late fee of $25.
- Spring classes begin Monday, January 22, 2005.

Week 1: January 22-25
Week 2: January 29-February 1
Week 3: February 5-8
Week 4: February 12-15
No classes week of February 19
Week 5: February 26-March 1
Week 6: March 5-8
Week 7: March 12-15
Week 8: March 19-22
Week 9: March 26-29
No classes week of April 2
Week 10: April 9-12
Week 11: April 16-19
Week 12: April 23-26
Week 13: April 30-May 4
q June Workshops begin Monday, June 4 and end Thursday, June 28, 2007.

Fall 2007
- Registration must be received by September 7, 2007. Registration received after this date is subject to a late fee of $25.
- Fall classes begin Monday, September 17, 2007.

Week 1: September 17-20
Week 2: September 24-27
Week 3: October 1-4
Week 4: October 8-11
Week 5: October 15-18
Week 6: October 22-25
Week 7: October 29- November 1
Week 8: November 5-8
Week 9: November 12-15
No classes week of November 19
Week 10: November 26-29
Week 11: December 3-6
Week 12: December 10-13
Week 13: December 17-20
CHD PROGRAM IN MODERN PSYCHOANALYSIS

Program Description

The Center for Human Development offers a curriculum leading to certification in individual psychoanalysis. This revised program meets both ABAP standards for certification and the New York State academic requirements for licensure.

The academic component of the program is comprised of seven areas of study: I) Maturation: Developmental Theory; II) History of Psychoanalysis; III) Psychoanalytic Theory; IV) Clinical Studies; V) Supervision; VI) Research; and VII) Electives. Students are required to take 40 courses and two electives—42 courses in all—in addition to meeting the clinical requirements described herein in the section entitled “Graduation Requirements for Certification in Psychoanalysis.” These requirements meet New York State standards for licensure in psychoanalysis.

The Curriculum

AREA I. MATURATION: DEVELOPMENTAL THEORY (6 courses required)
M101 Infancy: Conception through the Second Year of Life
M102 Oedipal Stage: Third through Sixth Year of Life
M103 Latency through Puberty
M104 Adolescence
M105 Young Adulthood
M106 Middle and Senior Years

AREA II. HISTORY OF PSYCHOANALYSIS (5 courses required)
H101 History of Psychoanalysis from 1895-1920
H102 Freud’s Classic Cases
H103 History of Psychoanalysis from 1920-1940
H104 History of Psychoanalysis from 1940-1965
H105 Contemporary Theories, from 1965 to the Present

AREA III. PSYCHOANALYTIC THEORY (9 courses required)
T101 Core Concepts in Psychoanalysis
T102 Core Concepts in Modern Psychoanalysis
T103 The Preoedipal Personality: Narcissism and Aggression
T104 Transference and Resistance
T105 Countertransference and Countertransference Resistance
T106 Dream Interpretation: Classical and Modern Psychoanalytic Views
T107 Theory of Technique
T108 The Role of Unconscious Fantasy in Symptom Formation and
Behavior
T109 Theory of Psychodiagnosis

AREA IV. CLINICAL STUDIES (13 courses required)
C101 Psychopathology: The Severe Disorders
C102 Psychopathology: Character Disorders and Neuroses
C103 Modern Psychoanalytic Intervention Strategy
C104 Clinical Studies in Gender and Sexuality
C105 Recognition and Reporting of Sexual Abuse and Maltreatment
(two-hour course)
C106 Core Concepts in Modern Psychoanalytic Group Technique
C107 Marriage and Family Therapy
C108 Case Seminars on Clinical Practice I
C109 Case Seminars on Clinical Practice II
C110 Professional Ethics and Psychoanalytic Research Methodology I
C111 Professional Ethics and Psychoanalytic Research Methodology II
C112 Sociocultural Issues in Psychoanalysis I
C113 Sociocultural Issues in Psychoanalysis II

AREA V. PRACTICE AND SUPERVISION (4 courses required)
P101 Practice in Psychopathology and Psychodiagnosis I (required for
Fieldwork Level; open to all students)
P102 Practice in Psychopathology and Psychodiagnosis II (required for
Fieldwork Level; open to all students)
S202 Case Supervision (required for Treatment Service Level; open to
all students)
S203 Case Supervision (required for Treatment Service Level; open to
all students)
*For clinical supervision requirements, see the section entitled “Supervision Requirements.”

AREA VI. RESEARCH (3 courses required)
R101 Introduction to Psychoanalytic Research
R102 Research Proposal Writing
R103 Data Collection, Findings, and Discussion

AREA VII. ELECTIVES (2 courses required)
E101 Working with Trauma, Bereavement Overload, and Ambiguous
Loss
E102 The Need to Have Enemies: A Psychoanalytic Study of Aggression
in Dyads and Groups
E103 The Psychodynamics of Sexual Acting-out Behavior
E104 Building and Maintaining a Private Practice
E105 Advanced Research Practicum
E106 The Somatizing Patient
E107 Contributions of Female Psychoanalysts
E108 Psychoanalytic Understanding of Addictions
E109 Psychoanalytic Views of Women
E110 Psychoanalytic Views of Men
E111 Intensive Case Seminar in Family Treatment
E112 Psychoanalytic Writing
E113 Child and Adolescent Treatment
E114 Intensive Case Seminar in the Treatment of Couples
E115 Symbolic Communication, Dreams, and Fantasy
E116 The Psychodynamics of Racism and Discrimination
E117 Ethical Dilemmas in Psychoanalytic Practice
E118 The Care and Feeding of the Psychoanalyst
E119 Treating Couples
E120 Understanding Structural Theory: Madness in Literature and Film
E121 Trauma: Clinical Issues
(New electives will be added as needed.)

Suggested Sequence of Courses

As the following grid indicates, students can complete the program within four years. Beginning in Spring 2006, each course (with the exception of C105) will meet for 13 hour-and-three-quarter sessions. Upon completion of 40 courses and 2 electives, training analysis hours, supervisory requirements and the Final Paper, students will receive a Certificate in Psychoanalysis. All students in this program will receive the same credential upon completion of these requirements, regardless of licensure eligibility or credentials upon enrollment.

Year/Semes. Maturation History Theory Clinical Supervision Research

1st Year
1st sem. M101 H101 T101 C101
2nd sem. M102 H102 T102 C102 P101

2nd Year
1st sem. M103 H103 T103T107 C103
2nd sem. M104 H104 T104 C104 C105 P102 R101

3rd Year
1st sem. M105 H105 T105 C108 C112 S202 R102
2nd sem. M106 T106 C109 C113 R103

4th Year
1st sem. T108 C106 C110 S203 Research Supervision
2nd sem. T109 C107C111 Research Supervision

N.B. Students may take electives anytime during their coursework.

Course Descriptions

Area I. Maturation
This area of study (6 courses) focuses on the maturational tasks and fixations during human development—from conception and childhood, to adolescence and young adulthood, to middle age and the senior years.

M101 Infancy: Conception through Second Year of Life
Using readings and case presentations, students examine normal and pathological development during this earliest period of life; consider constitutional and environmental factors that affect maturation; and explore how the oral and anal phases shape character development. As they trace patterns of infantile experience, students are able to understand instinctual life and recognize fixations in development and in the narcissistic disorders.

M102 Oedipal Stage: Third through Sixth Year of Life
This course examines the developmental tasks of the three- to six-year-old, particularly the intrapsychic separation from the mother, the development of early character structures, the path of the Oedipus Complex and its forms of resolution and fixation; the establishment of the superego; and the gender distinctions between girls and boys during this period.

M103 Latency through Puberty
As children move into the latency period, their developmental tasks include widening their sphere of activity to include school, re-experiencing separation issues, establishing peer groups, broadening their interests and activities, mastering learning tasks, and sublimating sexual drives. Students read diverse psychoanalytic perspectives of this age period, including those of Sarnoff, A. Freud, S. Freud, Fraiberg, Spotnitz, and Clevans.

M104 Adolescence
Students gain an understanding of the primary intrapsychic challenges and achievements of puberty and adolescence. In particular, they learn how emotional needs and conflicts unfold during this developmental period, how psychic structures develop, and how maturational tasks differ for males and females.

M105 Young Adulthood
Students consider the maturational tasks of young adulthood and the blocks that interfere with their achievement. Between ages 20 to 40, challenges include identity definition; understanding sexual roles and differences; choosing careers and relationships; deciding whether to become a parent; redefining one’s relationship to family and society; and working toward success in work, love, and play. The class focuses on identifying conflicts reactivated from earlier developmental phases, as young adults move through these important life passages.

M106 Middle and Senior Years
This class traces both normal and pathological adaptations during the developmental phases of middle and late adulthood. In middle adulthood—ages 40 to 65—challenges usually include the midlife crisis; maintaining positive relationships with significant others; dealing with an “empty nest;” finding continuing satisfaction in one’s chosen work and/or changing careers; achieving success in work, love, and play; and perceiving one’s limitations. In late adulthood, issues of aging, retirement, illness, loss, and the development of new life goals dominate.

Area II. History of Psychoanalysis
This component of the Core Curriculum (5 courses) acquaints students with the historical development of psychoanalysis, from Breuer and Freud’s discoveries through the latest advances in the field.

H101 History of Psychoanalysis from 1895-1920
This class provides an intensive examination of the early development of psychoanalysis, beginning with Breuer & Freud’s (1895) theoretical/clinical discoveries about the origins and treatment of hysteria and anxiety, and the establishment of the method of psychoanalytic inquiry. It explores Freud’s hypotheses about the function of sexuality in normal and pathological development; the psychological meaning of symptoms; the mechanisms of dream formation and interpretation; and the shift from a topographical to structural model of the mind.

H102 Freud’s Classic Cases
Focusing on Freud’s most famous cases—Anna O., Dora, Little Hans, the Rat Man, and the Wolf Man—this course traces Freud’s growing understanding of the mechanism of symptom formation, the dynamics of transference and resistance, and the ubiquity of countertransference reactions. This class highlights how astute clinical observation enabled Freud to develop major psychoanalytic hypotheses.

H103 History of Psychoanalysis from 1920-1940
This course emphasizes Freud’s later work: his development of drive theory; refinements of the structural theory of mind; examination of instincts; investigation of inhibitions, symptoms, anxiety, and narcissism; conceptualization of the repetition compulsion; establishment of the principles of constancy, sublimation, and defense; and articulation of the many forms of resistance and their resolution.

H104 History of Psychoanalysis from 1940-1965
This course traces the development of major psychoanalytic schools of thought—Ego Psychology, Object Relations, Self Psychology, among others—and their contributions to theory and technique.

H105 Contemporary Theories, 1965 to the Present
This course examines current theories (Modern Analytic, Intersubjective, Relational, etc.) of analyst-behavior, induced feelings, unconscious fantasy, the love-hate conflict, and the transference-countertransference matrix.

Area III. Psychoanalytic Theory
This area of study, consisting of 9 courses, educates students about the basic concepts of classical and modern psychoanalysis; provides an in-depth study of transference, resistance, countertransference, and countertransference resistance; offers a detailed understanding of the preoedipal patient; considers the modern analytic theory of technique; and focuses on theoretical/clinical aspects of dream interpretation and unconscious fantasy.

T101 Core Concepts in Psychoanalysis
In this course, students learn about Freud’s basic concepts of psychic determinism, instincts and drives, defense mechanisms, ego structure, the unconscious, dreams and symbolic communication, psychosexual development, and the repetition compulsion. Students examine these concepts in order to understand patient dynamics.

T102 Core Concepts in Modern Psychoanalysis
Surveying the work of Spotnitz, Margolis, Meadow, and other Modern Analysts, this course focuses on the study of the narcissistic transference, the object transference, and the role of aggression in the analytic setting. Techniques such as object-oriented questions, joining, and mirroring are illustrated through readings, class discussion, and clinical presentations.

T103 The Preoedipal Personality: Narcissism and Aggression
This course studies the pivotal role of narcissism and aggression in the development of the preoedipal personality. Students focus particularly on the work of Spotnitz, Margolis, and Meadow, among others, in this area.

T104 Transference and Resistance
This course provides an understanding of the theories of transference and resistance as they were originated in classical psychoanalysis and expanded in modern psychoanalysis. Students gain this knowledge intellectually and experientially through its demonstration and practice in the classroom.

T105 Countertransference and Countertransference Resistance
This course traces the development of the concepts of countertransference and countertransference resistance. Using case material, it teaches students how to differentiate between subjective and objective countertransference reactions and identify the variety of countertransference resistances that may emerge during treatment of preoedipal patients. Students learn how to use their countertransference responses to understand patient dynamics.

T106 Dream Interpretation: Classical and Modern Psychoanalytic Views
This course affords students a historical perspective of the classical theory of dream work in the analytic process; demonstrates its evolution into the modern analytic mode; and provides a laboratory for experimental work on dreams in a safe setting. Learning objectives include facilitating insights, providing an arena for using dreams as a diagnostic tool, and offering the opportunity for utilizing dream work as a basis for therapeutic intervention in a supervised classroom.

T107 Theory of Technique
This course offers an examination of the theory underlying the techniques employed by modern analysts. In-depth study of Spotnitz’s formulations, and those of other modern analysts, provides the material of this class.

T108 The Role of Unconscious Fantasy in Symptom Formation and Behavior
This course considers the role of unconscious fantasy in the formation of symptoms, behaviors, and thoughts. Through case presentations, review of the literature, and class discussion, students learn to recognize how unconscious fantasy shapes what patients think, feel, and communicate.

T109 Theory of Psychodiagnosis
This course provides an understanding of the function of psychodiagnosis, which assesses physiological, developmental, historical, and defensive (primitive and higher order) processes. Students become familiar with the empirical descriptions of psychopathology classified in the Diagnostic and Statistical Manual of Mental Disorders; knowledge of character pathology is utilized in the formulation of diagnoses.

Area IV. Clinical Studies
This area of study (13 courses) trains students in the application of theory and technique to the treatment of severe mental illness and character disorders; examines intervention strategy; explores issues of gender, sexuality, sexual abuse and maltreatment. It also includes courses on working with groups and families, case seminars, and classes in ethics in clinical and research settings and sociocultural considerations in practice.

C101 Psychopathology: The Severe Disorders
Through case illustrations, essential readings and films, students consider the symptoms, conflicts, and defenses of schizophrenic and borderline patients. Students compare and contrast the psychiatric, classic psychoanalytic, and modern psychoanalytic models. The class pursues an in-depth understanding of transference and countertransference manifestations during treatment of schizophrenic and borderline patients, and the inevitable challenges that occur during their treatment.

C102 Psychopathology: Character Disorders and Neuroses
This course investigates the drives, affects, defenses, and clinical presentation of patients with character disorders: psychopathic (antisocial), schizoid, paranoid, depressive, manic, masochistic (self-defeating), obsessive and compulsive, hysterical (histrionic) and dissociative personalities. Students understand the modern psychoanalytic conception of these illnesses and strategies for their treatment; identify the countertransference reactions these disorders evoke; and discuss cases with the class. Comparing and contrasting character-disordered patients with neurotic patients and discussing differences in treatment approaches, students gain an understanding of character formation and organization.

C103 Modern Psychoanalytic Intervention Strategy
This course explores the Modern Psychoanalytic contribution to intervention strategy in the treatment of preoedipal patients. Students learn a range of interventions used to foster a narcissistic transference, resolve resistance, and promote treatment success. In particular, students examine how modern analysts intervene in the beginning of treatment; how they address treatment-destructive and other resistances according to Spotnitz’s suggested protocol; and generally how resistances are understood, managed, and resolved.

C104 Clinical Studies in Gender and Sexuality
This class offers a theoretical understanding of the development of gender identification and the subsequent variations in sexual orientation and practice. Through readings and case presentations, students learn to identify blocks to sexual maturity and satisfaction; understand the etiology of deviations from the usual course of development; and consider how issues of gender and sexuality influence personality organization.

C105 Recognition and Reporting of Child Abuse and Maltreatment (2 hour seminar)
This course meets the New York State requirement for licensure by helping students become familiar with the indicators of child abuse, maltreatment and neglect. This knowledge can be applied to all practice settings in which professionals interact with children and their families or caregivers. The following topics will be covered: legal definitions; key assessment factors; assessment of physical symptoms; assessment of behavioral symptoms; maltreatment and neglect; sexual abuse; hospitalization and the abused child; who is mandated to report; handling disclosures of abuse; reporting child abuse, maltreatment or neglect; reporting procedures; other mandated or authorized actions; protective custody; when a report is made; and legal protection for mandated reporters.

C106 Core Concepts in Modern Psychoanalytic Group Technique
After tracing the development of group therapy, this course introduces students to the theory of modern psychoanalytic group work. Through an examination of the contributions of Spotnitz, Rosenthal, Ormont, and Meadow, among others, students consider basic concepts of group psychoanalysis: transference, resistance (both individual and group), countertransference, contracting, bridging, symbolic and emotional communication.

C107 Marriage and Family Therapy
This class studies how modern analysts conduct marriage and family treatment; examines the developmental tasks that must be completed in order for a person to be part of a successful marriage and family; identifies the major resistances of patients in marriage and family treatment; and shows how the marriage and family is viewed as a group.

C108 and C109 Case Seminars on Clinical Practice I and II
Similar to continuing case seminars, these two classes concentrate on psychoanalytic cases presented by students. Session protocols (appropriately disguised) are examined in order to study these cases over time. Students consider the unfolding of cases and the specific issues arising in each treatment. Emphasis is placed on deep understanding of the primitive defenses and core conflicts of each patient, as well as the countertransference and countertransference resistances of the clinician.

C110 Professional Ethics and Psychoanalytic Research Methodology I
In An Outline of Psychoanalysis, Freud (1940) described the implicit moral agreement (the reciprocal duties of both patient and analyst) in clinical practice. The course examines this moral pact by discussing important ethical issues concerning the treatment of patients and research methodology. After an introduction and overview, it considers the code of ethics as determined by NAAP, SMP, and the American Psychoanalytic Association by relating it to clinical examples. Readings focus on ethical issues concerning clinical goals; how we set up our private practices; the treatment frame; the implications of treatment techniques and/or modalities, and our responsibilities to our patients, the profession, our colleagues and our institutional affiliations. Specific issues include sexual boundary violations (e.g. attraction and sexual intimacies); non-sexual boundary violations; self-disclosure; and the protection of confidentiality in psychoanalytic research methodology

C111 Professional Ethics and Psychoanalytic Research Methodology II
This course considers additional ethical issues involving competence and credentials; the analyst’s life and character (e.g., psychological stresses, burnout, physical illness) as they affect treatment; privacy, record keeping and access to records; multiple role relationships; fees, money management and managed care organizations; relationships with supervisees and colleagues; ethical dilemmas in specific settings (school systems, community agencies and businesses); psychoanalysts and the legal system; and psychoanalysts as training institute instructors. Students become familiar with scholarly publishing and research issues, such as competency to conduct research; obtaining consent; privacy and confidentiality; assessment of the design, procedures, and experiences to which patients will be subjected; and concern for research participants’ welfare.

C112 Sociocultural Issues in Psychoanalysis I
A foundation for C113, this class trains clinicians for work with clients of varying racial, ethnic, cultural and economic backgrounds. It educates students about the influence of sociocultural factors on both growth and pathology. It concentrates on important sociocultural concepts; diversity of childhood and family; social meanings of gender; sex and sexual orientation; and the impact of class on self-identity. Throughout the class, students broaden and deepen their knowledge and awareness of cultures and ethnicities other than their own and learn concepts that are central to the challenges of cross-cultural issues. Clinical examples are used to illustrate these concepts. The class considers which dimensions of human behavior are culturally based and which are pathologically based.

C113 Sociocultural Issues in Psychoanalysis II
This course concentrates on important cultural issues, such as racism; whiteness and privilege; the impact of oppression on the patient’s emotional world; the legacy of immigration; how language shapes the personal, social and emotional experience; transference; countertransference; cultural countertransference; and culturally defined aspects of mental health and pathology. Students continue to broaden and deepen their knowledge of cultural differences and explore clinical concepts that are central to cross-cultural work. Deeper exploration of sociocultural influences on growth and psychopathology is stressed.

Area V. Practice and Supervision
This area of academic study (comprising 4 courses) provides an exploration of practice issues and supervision of students’ cases at both the Fieldwork and Treatment Service levels, supplemented with readings appropriate to the cases presented. (Please consult the section herein entitled “Supervision Requirements” for information about clinical supervision.)

P101 and P102: Practice in Psychopathology and Psychodiagnosis I and II (required for Fieldwork students)
These two courses address the practical and clinical issues relevant to the fieldwork experience. This includes, among other issues, the requirements of the fieldwork setting; obtaining and using supervision from the fieldwork administrator; methods of observing patients in psychiatric hospitals; methods of observing patients in day-treatment and agency settings; CHD fieldwork supervision; psychopharmacology; medical conditions; and recognition in fieldwork patients of the symptoms, onset, course, and prognosis of psychotic disorders.

S202 and S203: Case Supervision (required for Treatment Service students)
In these two classes, students receive supervision of their individual patients in the Treatment Service, with a focus on understanding patient dynamics—both transference and resistance—and the analyst’s countertransference issues. In addition, the group formulates a diagnostic picture of the presented cases, discusses intervention strategies, and seeks to resolve treatment impasses.

Area VI. Research
This area of study (3 courses) introduces students to classic social science and psychoanalytic research methods and teaches the skills necessary for writing CHD’s Final Paper.

R101 Introduction to Psychoanalytic Research
Students receive a background in the theoretical and practical knowledge of research, as they review the application of scientific research methods to human problems and address issues of the philosophy of science.

R102 Research Proposal Writing
Students learn how to conduct research using a single-subject design; develop a proposal for the CHD Final paper; and use the writing process to probe case dynamics. They prepare a case narrative, find a research question, construct a review of relevant literature, and formulate an appropriate methodology for their papers.

R103 Data Collection, Findings and Discussion
This course prepares students to write the Data, Findings, and Discussion chapters of their Final Papers. Students learn how to gather data from sessions; analyze and draw inferences from the data; develop findings and set them into the context of literature and theory; consider the implications of supervisory and countertransference issues; and suggest questions for future research.

Area VII. Elective Courses
This group of courses (21 classes, 2 required) allows students to expand their knowledge in areas of interest. New elective courses will be added as needed.

E101 Working with Trauma, Bereavement Overload, and Ambiguous Loss
How do clinicians work with trauma when they themselves are traumatized, and in the course of their daily work, they consistently are being re-traumatized. This class examines the intense feelings sustained in the therapeutic dyad when an event or series of events has traumatized both patient and therapist. In particular, the class discusses the effects of global terrorism and mass annihilation. Case illustrations and didactic material are used to investigate crucial theoretical and treatment issues.

E102 The Need to Have Enemies: A Psychoanalytic Study of Aggression in Dyads and Groups
As the destructive side of human nature finds increasingly ingenious ways to assert itself, we may ask: Do human beings need enemies? Modern analysts study aggression, the forces of love and hate, and the developmental and intrapsychic dynamics that fuel violence in dyads and groups. This course examines the psychodynamics of aggression, enmity, and the roots of violence—beginning in infancy and crystallizing in young adulthood. Interventions to resolve resistances to experiencing and redirecting violent impulses in the analytic dyad, group, family, school and global community are considered.

E103 The Psychodynamics of Sexual Acting-out Behavior
Using theory and case examples to investigate the meaning of sexual acting out, students learn to read patient-behaviors for their diagnostic significance. This approach helps them to determine patients' conflicting drives, their earliest object impressions, and the formation of sexual symptomatology.

E104 Building and Maintaining a Private Practice
This course addresses the issues of getting and keeping patients, including networking, outreach efforts, setting and collecting fees, and resolving patients’ treatment-destructive resistances to ongoing treatment.

E105 Advanced Research Practicum
This class, which functions as a writing workshop, is appropriate for students writing their CHD Final Papers who would like the regularity of meetings and a group context in which to share their work.

E106 The Somatizing Patient
This class offers a theoretical understanding of somatic reactions to psychic conflict. Through clinical presentations, students identify the defensive components of somatic symptoms, as well as the motive of secondary gain.

E107 Contributions of Female Psychoanalysts
This class reviews the theoretical and clinical contributions of female psychoanalysts to the development of psychoanalysis. Among others, authors studied include Klein, A. Freud, Mahler, Jacobson, Freeman Sharpe, Deutsch, and McDougall.

E108 Psychoanalytic Understanding of Addictions
This course addresses the typical underlying conflicts of addictive personalities and discusses the modern analytic approach to their treatment, including the adjunctive use of Twelve-Step and other rehabilitation programs.

E109 Psychoanalytic Views of Women
This course traces the recent trends in psychoanalytic thinking regarding societal influences—particularly the changing role of women—and their impact on female development and psychic conflict.

E110 Psychoanalytic Views of Men
This course examines whether the field has viewed correctly men’s psychological development. The work of Munder Ross and Valliant is central to this study.

E111 Intensive Case Seminar in Family Treatment
Through case presentation and literature review, students learn various approaches to family treatment, including Systems Theory, the Narrative method, and the Modern Psychoanalytic model.

E112 Psychoanalytic Writing
This class provides a forum wherein participants share their writing—articles, lectures, monographs, books—and prepare it for publication.

E113 Child and Adolescent Treatment
Through readings and case presentation, this class explores the special demands of analytic work with acting-out, withdrawn, anxious, and disturbed children and adolescents.

E114 Intensive Case Seminar in the Treatment of Couples
Participants are encouraged to present cases in order to examine the dynamics of couples in psychoanalytic treatment—the partners’ transferences to each other and the analyst; their typical resistances; and the countertransference and countertransference resistances they arouse.

E115 Symbolic Communication, Dreams, and Fantasy
In this course, students investigate the use in treatment of symbolic communication, dreams, and fantasies as a way to facilitate patients’ communication. Participants learn to consider dreams and fantasies as material about the patient’s unconscious conflicts, symptoms, behaviors, and talk, as well as his/her transference.

E116 The Psychodynamics of Racism and Discrimination
Some have called racism the most important psychosocial problem in the United States. Students explore the psychic determinants of racism and discrimination through case examples and clinical literature, in an effort to determine the perpetrators’ motivation and the effect on victims.

E117 Ethical Dilemmas in Psychoanalytic Practice
This course addresses ethical issues such as confidentiality, boundaries, duty to warn, and other related practice standards, as laid down by national and state accrediting bodies. Additionally, it considers issues of child abuse and domestic violence.

E118 The Care and Feeding of the Analyst
This course explores those needs and comforts that permit analysts to practice optimally. It examines resistances to being nurtured properly, whether physically or emotionally, and focuses on methods of coping with and overcoming burnout and professional boredom. Using modern analytic techniques, shared experiences, and role-playing, such blocks to better living are identified and (hopefully) resolved.

E119 Treating Couples
This class studies how analysts conduct the treatment of couples; examines the developmental tasks that must be completed in order for an individual to be part of a successful couple; identifies the resistances of patients in couples treatment; and shows how the clinician works with countertransference in this modality.

E120 Understanding Structural Theory: Madness in Literature and Film
Through discussion of selected literature and film, participants analyze the characters’ pathology from an expanded structural viewpoint. Observing how characters function in situations of conflict over instinctual wishes, we can discern their traits, defenses, habits, moral standards, attitudes, interests, memories, and ideals.

E121 Trauma: Clinical Issues
In this course, students explore the therapist’s awareness of indicators of post-traumatic stress, and examine theoretical overviews and treatment perspectives. Case examples of patients displaying a range of traumatic sequelae are presented in order to identify elements of psychic and physical trauma, the aftermath of trauma (PTSD), and various treatment approaches.

Fieldwork Program
In the Fieldwork Program, students observe and work with patients in mental hospitals, agencies, or psychiatric settings in order to gain firsthand experience of seriously ill patients (particularly those suffering from schizophrenia, manic-depression and other severe disorders) and to learn how to listen analytically to patients.

Students are required to complete a minimum of six courses—two Maturation courses (M101 and M102); three Clinical Studies courses (C101, C102, and C103); and one Theory course (T107)—and demonstrate readiness for this clinical program. At least 50 hours of training analysis with a certified, NAAP-registered modern analyst are required before starting a field placement.

When ready to begin fieldwork, students send a letter to the Training Committee (by December 15 for the Spring semester, and May 31 for the Fall semester). In cooperation with the CHD Fieldwork faculty, students select a setting in which to volunteer. Students then secure permission from the hospital or agency to begin seeing patients with severe narcissistic disorders. Fieldwork consists of at least 50 hours of weekly interaction with each of three patients, for a total of 150 clinical hours.

While in the fieldwork program, students enroll in courses S101 and S102 (Case Supervision), and are encouraged to take the appropriate maturation, history, theory, and clinical courses (see “Suggested Sequence of Courses”).

At the completion of the above requirements, students request an appointment to present their fieldwork cases to the faculty. Their supervisors help them prepare their case presentations. Successful completion of the Fieldwork Program is indicated by letters from the CHD Administration and the hospital/agency attesting to clinical hours completed on site.

Clinical Internship: Outpatient Treatment and Referral Service

Students who have finished the Fieldwork Program, appropriate coursework, and the required minimum of 150 hours of individual training analysis with a certified, NAAP-registered modern analyst, begin work at the CHD Treatment Service. Here, candidates have the opportunity to treat patients under the close supervision offered by senior faculty, and study in vivo transference, resistance, countertransference, and countertransference resistance. Students are assigned Treatment Service Fellows with whom they meet weekly to discuss cases.

Students satisfy the requirements of this clinical internship when they have seen three patients in weekly treatment (on the couch), for at least two years each. Once they can demonstrate clearly to their Control Supervisor, other supervisors and Fellows that they understand and can apply Modern Analytic theory and technique; once they have completed all academic and clinical requirements (including the Final Paper)—students apply to the CHD Administration Office for an appointment to present their Control Cases before the Training Committee.

Graduation Requirements for Certification in Psychoanalysis

For a Certificate in Psychoanalysis, students must:

§ complete 40 required courses and 2 electives
§ complete a training analysis with a certified, NAAP-registered modern psychoanalyst, for a total of 450 sessions, 150 of which may be in group analysis with a certified, NAAP-registered modern analyst;
§ complete at least 150 hours of supervision with NAAP-registered, certified modern psychoanalysts on the faculty of CHD—50 hours of which must be in Control Analysis with a separate NAAP-registered, certified modern analytic supervisor on CHD’s faculty;
§ treat three patients on the couch, for at least two years each, under modern analytic supervision, and demonstrate a clear understanding of the dynamics of transference, resistance, countertransference, and countertransference resistance;
§ complete a CHD Final Paper on the Control Case, a project which demonstrates an ability to apply research principles to a case study and understand the motivational forces in the patient’s psychic structure;
§ present the Control Case before the faculty and demonstrate an ability to identify, study and resolve resistances and to understand intrapsychic dynamics; and
§ possess a Masters or other graduate degree from an accredited college/university.

N.B. All students in this program will receive the same credential upon completion, regardless of licensure eligibility or credentials upon enrollment.

Fee Schedule for the Program in Psychoanalysis

Application and Enrollment Fee………………………………………………………...$65

Semester Registration Fee…………..……….…….…………….….……………………$50

Late Registration Fee……………………………………………………………………$25

Course Tuition………………………………………………………………………....$300

Fee for Maintaining Matriculation (per semester)………………………………………..$50

Graduation Fee………………………………………………………………….…….$100

Student Transcript………………………………………………………………………$10

Individual Training Analysis………………………………….……………privately arranged

Group Training Analysis………………………………….……………….privately arranged

Individual Supervision……………………………………….……………privately arranged

Control Supervision………………………………………………………privately arranged

Group Supervision………………………………………………………..privately arranged

Research Supervision……………………………………………………..privately arranged

Refund Schedule
- Before the first class meeting . . . . ..100% tuition refund
- After first class meeting . . ........... . 50% tuition refund
- After second class meeting . . . ...... No refund

Tuition Payment Plan
Students may request a payment plan to cover tuition expenses by contacting the Director of Administration at the CHD address or telephone number. As arranged with the Director, students may divide their tuition into two or three payments.

Student Transcripts
Students may request copies of their official transcripts by following these procedures: Send a letter to the Office of Administration which includes your signature and the names and addresses of recipients. Please enclose a check for $10 for each transcript requested.

CHD JOURNAL: CURRENT TRENDS IN PSYCHOANALYSIS AND PSYCHOTHERAPY

It is our mission at Current Trends in Psychoanalysis and Psychotherapy to provide an ecumenical forum wherein issues that concern us all may be explored, discussed, and cross-referenced by proponents of our many individual disciplines. Our readership, as well as our contributor base, includes psychoanalysts, social workers, psychotherapists, psychologists, psychiatrists, guidance counselors, and other mental health professionals, as well as educators, physicians, members of the clergy, pastoral counselors, and students.

The basic ideas for treating emotional disturbances psychotherapeutically were proposed in the work of Breuer & Freud (1895). Freud soon rejected the demands for control of all psychotherapeutic training and praxis made by his medical-establishment peers, asserting, rather, that patients would be better served by the more diverse backgrounds of the lay community—provided they were well schooled in, and prepared for, these difficult healing arts. By initiating this seminal gateway-concept, Freud inferentially allowed for the development of theoretical and treatment modalities that differed from his own. True enough, heated debates often arose between Freud and his professional offspring concerning such divergent perspectives; however, those offshoots still thrive today, developing their theories, helping their patients repair psychological wounds, develop, and grow healthier and more successful. There are many systems of therapy, based on strikingly different tenets, that successfully minister to people’s needs. Hyman Spotnitz, the founder of Modern Psychoanalysis, concurs with the spirit of Freud’s open-mindedness. When periodically he is asked how he decides upon the intervention strategy he employs in a particular case example, Spotnitz invariably replies that he is willing to use any modality that helps his patients progress.

Current Trends in Psychoanalysis and Psychotherapy seeks submissions from all psychotherapeutic disciplines. We present the unique ways these respective disciplines have developed of helping patients/clients so that we may learn more about the therapeutic process. We also value what spiritual, medical, community, financial, government leaders, and educators have to contribute to our field’s base of knowledge.

For subscription information, please see the last page of this Bulletin.

CHD-HEED UNIVERSITY
DOCTORAL PROGRAMS IN PSYCHOANALYSIS

CHD is proud to offer its students the benefits of its close affiliation with the Hattie R. Rosenthal College of Psychoanalysis of Heed University. Credits earned at CHD may be used toward the doctoral degrees offered by Heed University, thus facilitating the acquisition of a doctorate in psychoanalysis.

In its doctoral programs in psychoanalysis (Psy.D. and Ph.D.), the College of Psychoanalysis at Heed University offers individualized, independent study under faculty supervision, combined with seminars and classes at approved study centers. The curriculum at CHD includes many courses that can earn psychoanalytic candidates credit towards their doctoral degrees from Heed, and towards their graduation from CHD. All enrolled Heed students who are working with a Heed Mentor may use those CHD classes designated by an asterisk in our course offerings each semester, for independent study or advanced credit.

For information about the doctoral programs in psychoanalysis at Heed University, please telephone the Director of Heed University’s College of Psychoanalysis at (212) 332-0905. Heed brochures and applications are available from the CHD Administrative Office. Contact us at our CHD mailing address, e-mail address, or telephone number.

CHD JUNE WORKSHOPS

Each June, CHD provides four-week workshops on topics of interest to the community at large, and to psychoanalysts, social workers, psychotherapists, psychologists, counselors, psychiatrists, mental health professionals, educators, physicians, members of the clergy, businessmen and women, artists, and pastoral counselors. Past workshops have centered on stress, parenting, sibling relationships, creativity, trauma, sexuality, depression, emotional communication in treatment, building a private practice, and nonverbal and symbolic communication.

CHD PROGRAM FOR TEACHING ASSISTANTS

The institute offers a two-semester program that trains graduates of CHD, and other NAAP-registered modern psychoanalytic institutes, in the unique techniques of Modern Psychoanalytic teaching. Instructors with wide experience in institute and other educational settings serve as their mentors.

CHD FACULTY BIOGRAPHIES

Alan J. Barnett, Ph.D. 120 East 81 Street, New York, NY 10028. (212) 861-4741. E-mail: Alanbarnett@aol.com. Faculty, Supervisor, and Training Analyst, CHD, NPAP. Editorial Board, Current Trends in Psychoanalysis and Psychotherapy, The Psychoanalytic Review. Formerly, Senior Psychologist, South Beach Psychiatric Center; Group Psychotherapist and Supervisor, Long Island Consultation Center. Certified Psychoanalyst, NAAP, SMP. Member, IFPE, APA, Division of Psychoanalysis. Publications include, "Dynamic Factors Pertinent to Early Termination in Psychotherapy."

Marge Blaine, Ph.D. 352 Marlborough Road, Brooklyn, NY 11226; 19 West 34 Street, Penthouse, New York, NY 10001. (718) 469-5308. E-mail: drmarge@earthlink.net, and www.askdrmarge.com. Dean of Group Studies, Faculty. Training Analyst, and Supervisor, CHD. Faculty, College of Psychoanalysis, Heed University. Adjunct Faculty, New School, NY. Lecturer, East European Psychoanalytic Institute, St. Petersburg, Russia. Consultant, group training, New York City Board of Education. Certified Psychoanalyst, NAAP, SMP. Member: AGPA, EGPS and ACA. Publications include, "Enhanced Aging Through the Resolution of Resistance in the Group Setting," "Using Objective Countertransference to Decode the Meaning of Stories Told in Groups," and “Relieving Stress: A Short-term Support Group for Home Attendants.”

Susan R. Blumenson, Ph.D. 24 Fifth Avenue, Ground Floor Suite, New York, NY 10011. (212) 473-5580. E-mail: SusanRBlu@aol.com. Fax: (212) 614-0746. Founding Member, Secretary of Board of Trustees, Dean of Curriculum, Faculty, Training Analyst, and Supervisor, CHD. Book Review Editor, Current Trends in Psychoanalysis and Psychotherapy. Faculty Liaison for Student Affairs, Alumni Association Coordinator, and Faculty, College of Psychoanalysis, Heed University. Adjunct Assistant Professor, John Jay College for Criminal Justice, CUNY. Adjunct Faculty, The Union Institute. Former Board of Trustees, Chair of the Curriculum Committee, Faculty, Training Analyst and Supervisor, MMI. Former Faculty, Training Analyst, and Supervisor, PCNJ. Certified Psychoanalyst, NAAP, SMP. Vermont Licensed Psychoanalyst. Chair of the Committee on Accreditation, ABAP. Fellow, American Orthopsychiatric Association. Member, Joint Council for Mental Health, American Counseling Association. Publications include, “The Mirror of Silence: A Method of Treating a Preverbal Schizophrenic Patient,” “Incoherent Speech and Nonverbal Behaviors to Verbal Expression: Progress Through Minute Changes,” and “An Addiction to Acquiescing: The Inability to Say No.”

Judith M. Charnet, Ph.D. 80-49 260 Street, Floral Park, New York 11004. (718) 470-1338. E-mail: JMCPsych@aol.com. Faculty, CHD, CAGS. Adjunct Faculty, The Union Institute, LaGuardia Community College, CUNY. Licensed Psychologist, NY. Certified Psychoanalyst, NAAP. New York State Certification Guidance. New Jersey Certification Student Personnel Services. Member, NAAP Membership Registration Committee. Affiliations: APA, AGPA.

Phyllis F. Cohen, Ph.D., Psy.D. 301 West 57 Street, Suite 20CD, New York, 10019. (212) 489-7607. E-mail: Phylcraft@aol.com. Fax: (212) 582-8087. Board of Trustees, Chair of Special Projects, Coordinator of Marriage and Family Therapy Program, Faculty, Training Analyst, and Supervisor, CHD. Board and Faculty, CAGS, Blanton-Peale Institute. Lecturer in the U.S. and abroad: Britain, Athens, Montreal, St. Petersburg, Kiev, Tel Aviv, Jerusalem, Budapest, and Sydney. Chair, American Board for Accreditation in Psychoanalysis. Member, Group-Analytic Society (London), the International Association of Group Psychotherapy, the American Academy of Science. Former President of the Association for Modern Psychoanalysis; NAAP national conference chairman; board member and vice president, and former Chairman of the Board, CAGS. Nationally certified group analyst. Certified psychoanalyst, NAAP, SMP. Vermont Licensed Psychoanalyst. Florida Licensed Marriage Counselor. Author, numerous articles on the individual and group treatment of the narcissistic patient.

Ronnie Greenberg, C.S.W. 211 West 56 Street, Suite 17H, New York, NY 10019. (212) 247-4790. E-mail: ronnie.greenberg@worldnet.att.net. Faculty, Training Analyst, and Supervisor, CHD. Faculty Advisor, Adjunct Faculty, NYU School of Social Work. Certified Psychoanalyst, NAAP. Member, NASW, NAAP, EGPS, AGPA. Formerly, Clinical Social Worker, Arista Center for Psychotherapy (Queens); Clinical Therapist, Washington Square Institute for Mental Health; Social Work Supervisor and Psychiatric Social Worker, Woodhull Hospital: Child and Adolescent Outpatient Psychiatry.

Sylvia F. Grant, C.S.W. 27 West 72 Street, #1007, New York, NY 10023. (212) 496-9525. E-mail: fayesyl@aol.com. Faculty and Training Analyst: CHD, PPSC, MMI. Adjunct Faculty, Fordham University School of Social Work. Formerly, Faculty RSMP. Certified Psychoanalyst, NAAP, SMP. Member, NASW. Publications include, “The Brookdale Study of Discharged Patients for the Greater New York Hospital Association.”

Susan Jakubowicz, Ph.D., Psy.D., A.C.S.W. 301 East 21 Street, Suite 1K, New York, NY 10010. (212) 473-1400. E-mail: SusanJak@aol.com. Fax: (212) 260-7564. Founder, Executive Director, Executive Vice-President of Board of Trustees, Faculty, Training Analyst, and Supervisor, CHD. Founding Editor, Current Trends in Psychoanalysis and Psychotherapy. Director, College of Psychoanalysis, Heed University. Adjunct Associate Professor, New York University School of Social Work. Founding Member, Faculty, Training Analyst, Supervisor, CAGS. Formerly, MMI Board of Trustees, Dean of Training, Co-Chair of MMI Program in Modern Group Psychoanalysis. Past Vice-President, SMP. Past Chair, Membership Committee, SMP. Former Member, NAAP Membership Registration Committee. Faculty, Training Analyst, Supervisor, PPSC, PSP. Certified Psychoanalyst and Group Psychoanalyst, NAAP, SMP. Vermont Licensed Psychoanalyst. Board Certified Diplomate, Clinical Member, APA. Clinical Member, AGPA. Certified Doctoral Addictions Counselor. Certified Group Psychotherapist, National Registry of Certified Group Psychotherapists. Licensed Clinical Social Worker, NY. Certified Cognitive Behavioral Therapist. Publications include, "The Use of Disturbing Countertransference Feelings in Working with AIDS Patients;” “Enriching the Experience of Teaching Through Understanding and Using Countertransference Feelings" (with T. Chuah); and "The Healing Journey: Preparation and Recovery from Surgery."

Ruth S. Meyers, Ph.D. 4 Washington Square Village, 16J, New York, NY. (917) 604-0667. E-mail: RBMeye@aol.com. Faculty, Training Analyst, and Supervisor, CHD, CMPS. Secretary, Executive Committee, SMP. Certified Psychoanalyst, SMP. Publications include, “My Daughter Myself: Issues of Identification and Separation,” texts in education, and reviews in Modern Psychoanalytic journals.

Lynne Sacher, Ph.D. 1225 Park Avenue, Suite 1A, New York 10128 and 60 West Ridgewood Avenue, Ridgewood, New Jersey 07450. (212) 289-8127 and (201) 796-6339. E-mail: LFSpsych@aol.com. Fax: (419) 818-3463. Founder, Executive Director, Executive Vice-President of Board of Trustees, Faculty, Training Analyst, and Supervisor, CHD. Founding Editor, Current Trends in Psychoanalysis and Psychotherapy; Founding Editor, Victorian Studies Bulletin. Research Coordinator, Conference Chair, Faculty, College of Psychoanalysis, Heed University. Faculty, PPSC and Montclair State University. Past Dean of Research and Continuing Education, Board of Trustees, Faculty, Training Analyst, and Supervisor, MMI. Former Faculty, Training Analyst, and Supervisor, CMPS, PCNJ, RSMP. Former professor, City University of New York and State University of New York. Editorial Board from 1980-2000, Modern Psychoanalysis: Certified Psychoanalyst, SMP, NAAP. Vermont Licensed Psychoanalyst. Member, ACA. Publications include, "New Editions of Old conflicts: The Return of the Native.”

Michaela Kane Schaeffer, Ph.D. 170 Rugby Road, Brooklyn, New York 11226. (718) 693- 2243. Faculty, CHD. Adjunct Clinical Assistant Professor of Psychoanalysis and Psychiatry, New York College of Osteopathic Medicine. Faculty, Board of Directors, RSMP. Certified Psychoanalyst, NAAP, SMP. Member, NAAP Membership and Registry Committee, ACA.

Robert S. Weinstein, Ph.D. 41 Central Park West, New York, New York 10023. (212) 874-2344. E-mail: DOCROBSAM@aol.com. Faculty, Training Analyst, Supervisor, CHD. Founder, Group Supervision Program, Object Relations Institute. Developer, group training programs for interns, New York Medical College. Faculty, Object Relations Institute. Former Faculty and Supervisor, CAGS. Former Faculty, CMPS, NIP, Henry Street Settlement. Licensed Clinical Psychologist, NY. Certified Psychoanalyst, NAAP. Certified Group Psychotherapist, AGPA. Affiliations: APA, AGPA, EGPA, National Register for Health Service Providers in Psychology. Publications include, “On Shame and the Internal Object,” “Should Analysts Love Their Patients?” and “What Heals in Psychoanalysis?”

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