TABLE OF CONTENTS

CHD Board of Trustees and Administration
Introduction
Mission Statement
What is Modern Psychoanalysis?
General Information for New Students
CHD Locations
Faculty
Accreditation
Research Library
Outpatient Treatment and Referral Service
Continuing Education Programs
Admissions Procedures
Information for Enrolled Students
Training Analysis Requirements
Supervision Requirements—A General Description
Supervision Requirements at the Fieldwork Level
Supervision Requirements at the Treatment Service Level
Selecting Analysts and/or Supervisors
Grading Policies
Student Records
Advisement
Leave of Absence
Interruptions for Unsatisfactory Attendance, Grades, and/or Progress
Grievance Procedures
CHD Students’ Committee
Academic Calendar: 2007-2009
CHD Program in Psychoanalysis
Program Description
Completing the Program
The Curriculum
Course Descriptions
Fieldwork Program
Clinical Internship: Outpatient Treatment and Referral Service
Graduation Requirements for Certification in Psychoanalysis
Fee Schedule for Program in Modern Psychoanalysis
Refund Schedule
Tuition Payment Plan
Student Transcripts
CHD Journal: Current Trends in Psychoanalysis and Psychotherapy
CHD-HEED Doctoral Programs in Psychoanalysis
CHD June Workshops
CHD Program for Teaching Assistants
Faculty Biographies
Subscription Form for Current Trends in Psychoanalysis and Psychotherapy
Admissions Application
Student Matriculation Form

CHD BOARD OF TRUSTEES AND ADMINISTRATION

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

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

Administration
Executive Director Susan Jakubowicz, Ph.D., L.C.S.W., L.P.
Executive Director Lynne F. Sacher, Ph.D., L.P.
Dean of Curriculum Susan R. Blumenson, Ph.D., L.P.
Coordinator, Marriage
& Family Program Phyllis F. Cohen, Ph.D., L.P.

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, counselors, 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 Psya.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. You may also find information on our website: www.TheCenterforHumanDevopment.org

Faculty
The faculty of the Center for Human Development includes licensed and certified psychoanalysts, who also hold advanced degrees in psychoanalysis, psychology, social work, education, the sciences, and/or the humanities. All faculty members are New York State licensed psychoanalysts, and all are registered by the National Association for the Advancement of Psychoanalysis (NAAP, and/or by the Society of Modern Psychoanalysts (SMP). For a fuller description of credentials and publications, please consult the section entitled “Faculty Biographies.”

Accreditation
CHD is registered by the New York State Education Department as a licensure-qualifying psychoanalytic training institute. All students who graduate with a certificate in psychoanalysis from CHD are eligible to sit for the state licensing examination in psychoanalysis. The Board of Regents of the University of the State of New York granted CHD a charter in 2002. CHD is a Full Member Institute of the American Board for Accreditation of Psychoanalysis (ABAP). It is an ABAP-accredited member institute 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; to the medical libraries at various teaching hospitals; and to 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. The Treatment Service complies with all city and state regulations. 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 TSS201 and TSS20; in practice courses P201 and P202; and in individual and group supervision.

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
At licensure-qualifying training institutes such as CHD, New York State enforces the following student admission criterion: “To be admitted to the [institute] program, the program shall require the student to have completed a master's or higher degree program in any field registered by the NYS Education Department. This [conforms to] Part 52 of the Regulations, section 52.35(b)." Students applying to the CHD Psychoanalytic Program, therefore, must have completed both baccalaureate and master’s degrees from accredited colleges and universities in order to be admitted to CHD.

CHD admits all students without regard for age, ethnic background, nationality, race, religion, sex, sexual orientation, or disability.

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 the Administrative Office receives your application form accompanied by a check for $65, as well as official transcripts of undergraduate and graduate work (Master’s- and doctoral-level, if applicable), we will arrange an admission interview. Transcripts must be on file before you attend CHD classes.

Next, to become officially matriculated in the psychoanalytic program, send in a matriculation application, along with a $65 check. You can request the matriculation form by telephoning or emailing the CHD Administration Office, or you can use the matriculation form included at the end of this Bulletin.

In your admission and/or matriculation applications, you may request equivalency credit for coursework, training analysis, and supervision completed at other psychoanalytic institutes. Please submit transcripts of previous analytic work to the Administrative Office. The Admissions Committee will evaluate these transcripts according to New York State Education Department regulations.

INFORMATION FOR ENROLLED STUDENTS

Training Analysis Requirements—A General Description
To conduct treatment with minimal interruption by unconscious, personal and/or sociocultural biases, all students in the psychoanalytic program are required to enter a training analysis with a New York State licensed psychoanalyst who is a NAAP- and/or SMP-registered training psychoanalyst. A training analysis is a special form of psychoanalysis for students who wish to become psychoanalysts. It is conducted by training analysts with wide clinical and academic experience. The training analysis is the cornerstone of all practice in the field; it educates students about their own psychological makeup and the workings of the unconscious. We strongly recommend that students seek a training analyst from the CHD faculty.

We require that students begin an individual training analysis by the second semester of attendance in the program. Before selecting their training analysts, students must gain the written approval of the Executive Directors. Without written approval, analytic hours will not count toward the number needed for graduation. After receiving approval, students privately establish both frequency and fee with their chosen analysts. Candidates must remain in training analysis throughout their tenure 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, a student must complete a total of 450 hours of Modern Psychoanalysis with a New York State licensed psychoanalyst who is also a NAAP-/SMP-registered modern psychoanalyst. Of this requirement, 150 hours may be satisfied in group analysis with a NYS licensed psychoanalyst who is also a NAAP-/SMP-registered modern analyst.

Supervision Requirements—A General Description
Candidates who are seeing patients must be in supervision throughout their tenure at CHD. Only NYS licensed psychoanalysts who are also NAAP-/SMP-registered modern analysts on CHD’s faculty may supervise CHD candidates. Prior to beginning supervision, candidates must get written approval from the Executive Directors in order for their hours to count toward graduation. A current copy of their malpractice insurance must be on file in the Admini8strative Office.

Candidates who are not licensed in a NYS-recognized discipline (e.g., social work, counseling, psychology), and are seeing patients under the aegis of the institute, must have a current copy of their malpractice insurance on file in the CHD Administrative Office throughout their training.

Supervision Requirements at the Fieldwork Level
In the Fieldwork Program, students observe and work with patients in mental hospitals, agencies, or psychiatric settings in order to gain experience with seriously ill patients and learn how to listen analytically to patients. While in the Fieldwork Program, students must enroll in two supervision classes (FWS101 and FWS102) and take them concurrently with P101 and P102. A minimum of two semesters and a summer of fieldwork supervision is required. Fieldwork supervision courses help students listen analytically and identify therapist-patient dynamics.

Supervision Requirements at the Treatment Service Level
Supervision at the Treatment Service Level teaches students about intrapsychic and interpersonal dynamics in the treatment setting. It focuses particularly on the elements of transference, unconscious fantasy, resistance, countertransference, and countertransference resistance, while also offering various ways of integrating theory and technique in conducting clinical treatment. Students learn how to formulate and implement a wide range of interventions.

Treatment Service supervision consists of three phases, as follows:
a) Supervision classes during the first year at the Treatment Service.
Required: A minimum of two semesters of Treatment Service Supervision courses (TSS201 and TSS202), taken concurrently with P201 and P202. In these supervision classes, there is a special focus on resistances that appear early in psychoanalytic treatment. The hours accrued in these classes do not count toward the graduation requirement of 150 hours of supervision.
b) Individual supervision of Treatment Service cases (privately arranged).
Students present their Treatment Service cases in individual supervision to an approved CHD supervisor. The prerequisite for this phase is at least one year of Treatment Service work, completion of one year of TSS201 and TSS202, and approval by the Treatment Service Faculty. At least three patients are seen at the Treatment Service and are presented in the required individual supervision. A minimum of 50 hours with one CHD-approved supervisor (someone other than the Control Supervisor) is required. In total, a minimum of 100 hours with one or more CHD-approved supervisors is required to complete this phase.
Fifty of these 100 hours may be accrued in group supervision with a NYS licensed psychoanalyst who is also a NAAP-/SMP-registered modern analyst on CHD’s faculty. However, since three group supervisory meetings are considered the equivalent of one individual supervisory session, 150 group supervisory meetings are equal to 50 hours of individual supervision.
c) Control Supervision of a Treatment Service case (privately arranged).
Prerequisite: approval by the Treatment Service Faculty. The student presents one Treatment Service case to a CHD-approved Control Supervisor at a minimum of one hour for every four hours of patient contact. In-depth study of the single case focuses on resolution of resistances in the treatment and complete understanding of the patient’s psychodynamics. A minimum of 50 hours with one supervisor is required.

To summarize the requirements for graduation from the program in psychoanalysis, a minimum of 150 hours of supervision with NYS licensed psychoanalysts, who are also NAAP-/SMP-registered modern analysts on CHD’s faculty, is required. Of the first 100 hours (see phase [b]), a minimum of 50 hours must be done with one supervisor; the additional 50 hours may be done with an additional supervisor or supervisors.) The last 50 hours must be earned in a Control Supervision of a single case, as described above in phase (c). Each student must have had a minimum of two supervisors at the Treatment Service level in order to graduate from CHD.

Fifty of the 100 hours may be accrued in group supervision with a NYS licensed psychoanalyst who is also a NAAP-/SMP-registered modern analyst on CHD’s faculty. However, since three group supervisory meetings are considered the equivalent of one individual supervisory session, 150 group supervisory meetings equal 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, students must send their requests to the Executive Directors for approval. Only with written approval from the Executive Directors will analytic and supervisory hours count toward CHD graduation requirements. Candidates must remain in training analysis throughout their tenure at CHD. Those who are seeing patients also must remain in supervision throughout their tenure at CHD.

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 may 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. 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 master’s 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
The Advisement Committee assigns new students Faculty Advisors who will remain the students’ mentors throughout their 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 or email the Administrative Office.

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
Because of a) unsatisfactory attendance (more than the two absences permitted in courses); b) failing grades in courses; c) unsatisfactory progress (obvious difficulty in mastering theoretical and/or clinical material); and d) behavior inappropriate to an analytic student (disruptive classroom behavior; inability to interact constructively with other students; and failure to keep to the educational and learning goals of the class), the Executive Directors and the Training Committee will recommend in writing that students interrupt their studies at the institute in order to work on the areas causing difficulty. They will make specific recommendations about the students’ training analysis, supervision, academic courses, and/or clinical work—suggestions designed to resolve obstacles to progress. They also will describe 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 will send a letter to the Executive Directors requesting readmission to CHD’s program 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 students’ re-entrance to the Program.

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 must write to the Training Committee describing their grievance and attempts made to resolve it;
3) the Training Committee relays this information to the Executive Directors, who respond in writing to the students;
4) if students disagree with the Executive Directors’ decision, they may 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, 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

ACADEMIC CALENDAR: 2007-2009

Classes meet 13 times per semester for an hour and three-quarters each class meeting.

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

• June Workshops begin Monday, June 4 and end Thursday, June 28, 2007.

Fall 2007

• Registration must be received by September 5, 2007. Registration received after this date is subject to a late fee of $25.
• Fall classes begin Monday, September 17, 2007.

Week 1: September 17-21
Week 2: September 24-28
Week 3: October 1-5
Week 4: October 8-12
Week 5: October 15-19
Week 6: October 22-26
Week 7: October 29- November 2
Week 8: November 5-9
Week 9: November 12-16
No classes week of November 19
Week 10: November 26-30
Week 11: December 3-7
Week 12: December 10-14
Week 13: December 17-21

Spring 2008

• Registration must be received by January 11, 2008. Registration received after this date is subject to a late fee of $25.
• Spring classes begin Monday, January 21, 2008.

Week 1: January 21-25
Week 2: January 28-February 1
Week 3: February 4-8
Week 4: February 11-15
No classes week of February 18
Week 5: February 25-29
Week 6: March 3-7
Week 7: March 10-14
Week 8: March 17-21
No classes week of March 24
Week 9: March 31-April 4
Week 10: April 7-11
Week 11: April 14-18
*No classes Monday, April 21
Week 12: *Tuesday, April 22-Friday, April 25
Week 13: April 28-May 2
*Week 13: Monday only, May 5

• June Workshops begin Monday, June 2 and end Friday, June 27, 2008.

Fall 2008

• Registration must be received by September 5. Registration received after this date is subject to a late fee of $25.
• Fall classes begin Monday, September 8.

Week 1: September 8-12
Week 2: September 15-19
Week 3: September 22-26
No classes Mon., 9/29, Tues., 9/30, and Weds., 1/1
Week 4: Thurs., 10/2, Fri. 10/3
Mon., 10/6, Tues., 10/7
No classes Weds., 10/8, Thurs., 10/9, and Fri., 10/10
Week 5: October 13-17
Week 6: October 20-24
Week 7: October 27- October 31
Week 8: November 3-7
Week 9: November 10-14
Week 10: November 17-21
No classes week of November 24
Week 11: December 1-5
Week 12: December 8-12
Week 13: December 15-19
Week 13: Wed. classes only meet on 12/24

Spring 2009

• Registration must be received by January 5, 2009. Registration received after this date is subject to a late fee of $25.
• Spring classes begin Monday, January .

Week 1: January 19-23
Week 2: January 26-30
Week 3: February 2-6
Week 4: February 9-13
No classes week of February 16
Week 5: February 23-27
Week 6: March 2-6
Week 7: March 9-13
Week 8: March 16-20
Week 9: March 23-27
Week 10: April 30-April 3
Week 11: April 14-18
No classes week of April 5
Week 11: April 13-17
Week 12: April 20-24
Week 13: April 27-May 1

• June Workshops begin Monday, June 1 and end Friday, June 26, 2008.

Fall 2009

• Registration must be received by September 4, 2009. Registration received after this date is subject to a late fee of $25.
• Fall classes begin Tuesday, September 8, 2009.

No classes on Monday, September 7
Week 1: Tues., September 8-11
Week 2: September 14-17
No classes on Friday, September 18
Week 3: September 21-25
No classes on Monday, September 28
Week 4: Tues., September 29-October 2
Week 5: October 5-9
Week 6: October 12-16
Week 6: October 19-22
Week 7: October 26- 30
Week 8: November 2-6
Week 9: November 9-13
Week 10: November 16-20
No classes week of November 23
Week 11: November 30-December 4
Week 12: December 7-11
Week 13: December 14-18
Monday classes meet on 12/21; Friday classes make arrangement for 13th class meeting.

Program Description

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

The academic component of CHD’s program comprises seven areas of study: I) Maturation: Developmental Theory; II) History of Psychoanalysis; III) Psychoanalytic Theory; IV) Clinical Studies; V) Practice and 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 in the section entitled “Graduation Requirements for Certification in Psychoanalysis.” These requirements meet New York State standards for licensure in psychoanalysis.

Completing the Program

Students can complete the program within four years. Each course (with the exception of C105) meets for 13 hour-and-three-quarter sessions. Upon completion of program requirements—40 courses and 2 electives; training analysis hours; supervisory hours; and the Final Paper and Presentation—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.

The Curriculum

AREA I. MATURATION: DEVELOPMENTAL THEORY (6 courses required)
M101 Infancy: Conception through 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 (11 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 Professional Ethics and Psychoanalytic Research Methodology I
C109 Professional Ethics and Psychoanalytic Research Methodology II
C110 Sociocultural Issues in Psychoanalysis I
C111 Sociocultural Issues in Psychoanalysis II

AREA V. PRACTICE AND SUPERVISION (8 courses required)
P101 Practice in Psychopathology and Psychodiagnosis I (required for Fieldwork students)
P102 Practice in Psychopathology and Psychodiagnosis II (required for Fieldwork students)
FWS101 Fieldwork Supervision (required for Fieldwork students)
FWS102 Fieldwork Supervision (required for Fieldwork students)
P201 Case Seminars on Clinical Practice I (required for Treatment Service students)
P202 Case Seminars on Clinical Practice II (required for Treatment Service students)
TSS201 Case Supervision (required for Treatment Service students)
TSS202 Case Supervision (required for Treatment Service students)

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
E122 Understanding the Repetition Compulsion
E123 Continuing Case Seminar I
E124 Continuing Case Seminar II

(New electives will be added as needed.)

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 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 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; and knowledge of character pathology is utilized in the formulation of diagnoses.

Area IV. Clinical Studies
This area of study (11 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, 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 hr. seminar)
This course meets the New York State licensure requirement by helping students to 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 are 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 Professional Ethics and Psychoanalytic Research Methodology I
In An Outline of Psychoanalysis, Freud (1940) described the implicit moral agreement in clinical practice. The course examines this moral pact by discussing important ethical issues concerning the treatment of patients and research methodology. It looks the codes of ethics of NAAP, SMP, and the American Psychoanalytic Association and relates them 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.

C109 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.

C110 Sociocultural Issues in Psychoanalysis I
A foundation for C111, 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 course, 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.

C111 Sociocultural Issues in Psychoanalysis II
This course concentrates on important cultural issues, such as racism; whiteness and privilege; the impact of oppression on a 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 study (comprising 8 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.

FWS101 AND FWS102 Fieldwork Supervision (required for Fieldwork students)
Students receive supervision of the patients they are observing in their fieldwork placements. Students focus on understanding the dynamics of severely regressed patients—the onset and course of symptoms, the transference, resistance and prognoses. Discussion of students’ countertransference responses and methods of observing patients is emphasized.

P201 and P202 Case Seminars on Clinical Practice I and II (required for Treatment Service students)
These two courses address the practical and clinical issues relevant to the Treatment Service experience. This includes, among other issues, the requirements of the Treatment Service setting; understanding patients’ dynamics as shown in their transference, symbolic communications, verbalizations, behaviors, and dreams; comprehending and resolving patients’ resistances; managing subjective and objective countertransference; resolving countertransference resistance; and employing supervisory counsel. Students trace the onset and course of symptoms and consider prognosis.

TSS201 and TSS202. Case Supervision (required for Treatment Service students)
In these two classes, students receive supervision of their individual patients at 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. Note: After two years of TSS201 and TSS202, students may substitute E123 and/or E124 (Continuing Case Seminars on Clinical Practice I and II) for these courses.

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 Research 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 (24 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 clinical 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’ progress. 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.

E122 Understanding of Repetition Compulsion
In Beyond the Pleasure Principle, Freud associated destiny with the repetition compulsion; each of us is unconsciously programmed to repeat our fate. We unconsciously repeat distressing and painful situations throughout our life without recognizing our own participation in causing such incidents. He thought that this was an attempt to master the experience of trauma but also noted that the persistent need for self-defeating behavior was evidence of the working of the death drive in human life.

E123 and E124 Continuing Case Seminars on Clinical Practice I and II
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. Note: After two years of TSS201 and TSS202, students may substitute E123 and/or E124 (Continuing Case Seminars on Clinical Practice I and II).

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 New York State licensed and NAAP/SMP-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). They should request the Fieldwork Manual from the Administrative Office. 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 four courses: P101, P102, FWS101 and FWS102. They are also encouraged to continue taking appropriate maturation, history, theory, and clinical courses. (For further information, please consult the section entitled “Supervision Requirements at the Fieldwork Level.”)

Upon completion of the above requirements, students request an appointment to present their fieldwork cases to the faculty and student body. Their supervisors help them prepare 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 minimum of 150 hours of individual training analysis with a New York State licensed and NAAP/SMP-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. (For further information, please consult the section entitled “Supervision Requirements at the Treatment Service Level.”) Students also 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; and 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, including a Fieldwork experience;
• complete a training analysis with a New York State licensed and NAAP/SMP-registered modern psychoanalyst, for a total of 450 sessions, 150 of which may be in group analysis with a New York State licensed and NAAP/SMP-registered modern analyst;
• complete at least 150 hours of supervision with New York State licensed and NAAP/SMP registered modern psychoanalysts on the faculty of CHD—50 hours of which must be in Control Analysis with a separate New York State licensed and NAAP/SMP-registered modern analytic supervisor on CHD’s faculty;
• treat three patients on the couch in the Treatment Service, 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; and
• present the Control Case before the faculty and demonstrate an ability to identify, study and resolve resistances and to understand intrapsychic dynamics.

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

Matriculation Fee............................................................................................................$65

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

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

Course Tuition………………………………………………………………………....$350

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 Office of Administration at the CHD address or telephone number. If so arranged, 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 and our contributor base, include psychoanalysts, social workers, counselors, psychotherapists, psychologists, psychiatrists, 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 and helping their patients repair psychological wounds, develop, and grow more healthy and 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.

In this spirit, 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 page 40 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. Many 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 (Pysa.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 Heed University’s College of Psychoanalysis at (212) 332-0905. Heed brochures and applications are available from Heed University.

CHD JUNE WORKSHOPS

Each June, CHD provides 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/SMP-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. Teaching Assistants must be eligible to sit for the New York State licensing examination in psychoanalysis.

CHD FACULTY BIOGRAPHIES

Alan J. Barnett, Ph.D., L.P. 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. Registered Psychoanalyst, NAAP, SMP. Member, IFPE, APA, Division of Psychoanalysis. Publications include, "Dynamic Factors Pertinent to Early Termination in Psychotherapy."

Susan R. Blumenson, Ph.D., L.P. 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. Registered Psychoanalyst, NAAP, SMP. Vermont Licensed Psychoanalyst. Past 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.”

Phyllis F. Cohen, Ph.D., Psy.D., L.P. 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. Chair of the Psychoanalytic Department of the Blanton-Peale Institute. Lecturer in the U.S. and abroad: Britain, Athens, Montreal, St. Petersburg, Kiev, Tel Aviv, Jerusalem, Budapest, and Sydney. Past Chair, American Board for Accreditation in Psychoanalysis; Chair, ABAP Committee on Accreditation. 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. Registered 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, L.C.S.W., L. P. 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. Registered 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.

William J. Hurst, Ph.D., L.P. 149 Amity Street, Brooklyn, NY 11201. (718) 858-4664. E-mail: WMHurst@aol.com. Faculty and Training Analyst, CHD, PPSC. Registered Psychoanalyst, NAAP/SMP. Member: ISPS, Lacanian Clinical Forum. Former Professor of Philosophy, Dominican College, Orangeburg, NY. Former Book Review Editor, Modern Psychoanalysis. Publications include: “Merleau-Ponty’s Concept of the Self;” “What about Lacan?”

Susan Jakubowicz, Ph.D., Psy.D., L.C.S.W., L.P. 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. 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. (IABM) International Academy of Behavioral Medicine, Diplomate Status, Chemical Dependency Counseling, Professional Counseling and Professional Psychotherapy. Registered Psychoanalyst and Group Psychoanalyst, NAAP, SMP. New York State and Vermont Licensed Psychoanalyst. 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."

Lynne Sacher, Ph.D., L.P. 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: DrLynneSacher@aol.com. Fax: (201) 791-1735. 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: Registered 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., L.P. 170 Rugby Road, Brooklyn, New York 11226. (718) 693- 2243. Board of Trustees, Faculty, CHD. Adjunct Clinical Assistant Professor of Psychoanalysis and Psychiatry, New York College of Osteopathic Medicine. Former Board of Directors, faculty RSMP. Registered Psychoanalyst, NAAP, SMP. Past Member, NAAP Membership and Registry Committee; ACA.

Current Trends in Psychoanalysis and Psychotherapy

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