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
• To Register for Classes
• Information for Enrolled Students
• Treatment Service Level
• Grading Policies
• Student Records
• Advisement
• Leave of Absence
• Grievance Procedures
• Students' Committee
• Academic Calendar
• CHD Program Modern Psychoanalysis
• Curriculum
• Course Descriptions
• Graduation Requirements
• Fee Schedule
• June Workshops
• Faculty Biographies
• Adjunct Faculty
• FORMS
  
  

CHD BOARD OF TRUSTEES AND ADMINISTRATION

Board of Trustees
Susan R. Blumenson, Ph.D., L.P., Secretary
Susan Jakubowicz, Ph.D., L.C.S.W., C.G.P., L.P., Executive Director
Allan Jay, B.S., Public Member, Chair
Benedict Sungho Kim, Ph.D., L.P.
Michaela Kane Schaeffer, Ph.D., L.P.

Administration
Executive Director Susan Jakubowicz, Ph.D., L.C.S.W., C.G.P., L.P.
Dean of Curriculum Susan R. Blumenson, Ph.D., L.P.

Consultant
Consultant to the Group Program Susan Jakubowicz, Ph.D., L.C.S.W., C.G.P., L.P.
Psychiatric Consultant Eli Greenberg, M.D.

back to table of contents...

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.

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 arranged for its publication in our journal Current Trends in Psychoanalysis and Psychotherapy. Here, we published articles from all psychotherapeutic disciplines. We presented 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. We plan on another edition of our inaugural journal in the future.

Our beneficial community outreach program includes a CHD Outpatient Treatment and Referral Service in Manhattan, 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 new advances in neuropsychology and genetic research, substance abuse, conflict resolution, parenting, romantic and family relationships, vocational decision-making, and career advancement.

back to table of contents...

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 may relate to their analysts as if they were emotionally significant past objects, such as their parents and/or siblings—patients re-experience the trauma that blocked their healthful emotional development. With the analyst’s 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 (positive) 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 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 the patient’s unconscious. This countertransference analysis, another cornerstone of Modern Psychoanalysis, 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 those with the higher-level disorders, but also those with the most seriously afflicted, primitive psyches.

back to table of contents...

GENERAL INFORMATION FOR NEW STUDENTS

CHD Locations
The Executive Office and a large classroom are located at the Director’s office at 301 East 21stStreet, New York, New York 10010. 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 Office is located at the office of the Registrar, Ms. Joan Antelman, 515 East 14th Street, 8-H, New York, New York 10009. Our telephone number, (212) 642-6303, or e-mail address, CtrHumanDev@aol.com. The e-mail address of our Registratr is Joannyc@aol.com. Our facsimile number is (646) 654-6779.

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

back to table of contents...

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). For a fuller description of credentials and publications, please consult the section entitled “Faculty Biographies.”

back to table of contents...

Accreditation
CHD is registered by the New York State Education Department as a licensure-qualifying psychoanalytic training institute. This means that all students who graduate with a certificate in psychoanalysis from CHD are eligible to sit for the New York 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.

back to table of contents...

Research Library
In its Executive and Director’s 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.

back to table of contents...

Outpatient Treatment and Referral Service
CHD maintains an outpatient treatment and referral service in Manhattan, 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 TSS202; in practice courses P201 and P202; and in individual and group supervision.

back to table of contents...

Continuing Education Programs
CHD offers continuing education workshops that are open to students, professionals in the field, and the community. (For more information, see the section entitled “June Workshops.”) We have a Scientific Events Program that presents seminars of interest to the professional and lay communities. In addition, we offer several Special Projects, consisting of clinical discussions and other presentations. Students may earn Continuing Education credits by attending our courses, June workshops, 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.

back to table of contents...

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.

back to table of contents...

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 Office. We accept applications and transcripts throughout the year, and students are admitted for either the 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 the 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 your transcripts according to New York State Education Department regulations. All transfer credits will be assessed on a case-by-case basis, but generally, a maximum of 12 credits is usually accepted. In order to receive a certificate from CHD, candidates must take classes at the institute for at least two years, including one year working with patients at the Treatment Service

back to table of contents...

INFORMATION FOR ENROLLED STUDENTS

Training Analysis Requirements—A General Description
A training analysis is a special form of psychoanalysis for students who wish to become psychoanalysts. 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 require that students seek a training analyst from the CHD faculty. 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 registered training psychoanalyst and on 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 Training Committee. Without written approval, analytic hours will not be counted in 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 and decided on a case-by-case basis.

In order to graduate from the institute as a psychoanalyst, a student must complete a total of 350 hours of Modern Psychoanalysis with a New York State licensed psychoanalyst who is also a NAAP registered modern psychoanalyst on the CHD faculty. Of this requirement, 50 hours may be satisfied in group analysis with a NYS licensed psychoanalyst who is also a NAAP registered modern analyst on the CHD faculty.

back to table of contents...

TREATMENT SERVICE LEVEL

Supervision and Class Requirements at the Treatment Service Level
Students may begin Treatment Service after completing the following requirements:

REQUIREMENTS FOR APPLICATION TO THE TREATMENT SERVICE

Students are required to complete a minimum of six courses – two Maturation courses (preferably M101 and M102); three Clinical Studies courses (C101, C102 and C103); and a Theory course (T107). The student needs to have completed at least 50 hours of training analysis with a certified NAAP approved modern analyst as well as demonstrate readiness for this clinical program as determined through an interview process. When students are ready to begin Treatment Service they first meet with their Faculty Advisors and then fill out an Application for Placement form which is obtained from the CHD office. After the form is completed it is sent to the CHD office for review and an interview is set up with the student and a member of the Treatment Committee. After the interview, a decision regarding the student’s readiness is conveyed to the Training Committee.

Supervision at the Treatment Service Level teaches students about intrapsychic and interpersonal dynamics in the psychoanalytic 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 and understand their patients’ unconscious communications.

Treatment Service Requirements are as follows:

1. Supervision and classes at the Treatment Service Level.
   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.
2. Individual supervision of Treatment Service cases (privately arranged).
   Students present their Treatment Service cases in individual supervision to an approved CHD supervisor. 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.
3. 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 frequency of one hour of supervision 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.
4. Treatment Service patients are seen at the CHD Treatment Service site or at a NYS approved and licensed facility with a signed contract with CHD approving the facility.
5. A total of 300 approved patient contact hours must be accrued on the Treatment Service level while taking the two required Treatment Service courses.
6. Students must remain in supervision for the Treatment Service cases until graduation.

To summarize the clinical requirements for graduation from the program in psychoanalysis, a minimum of 150 hours of supervision with NYS licensed psychoanalysts, who are also NAAP-registered modern analysts on CHD’s faculty, is required. Of the first 100 hours (see phase [b]), a minimum of 50 hours must be completed with one supervisor; the additional 50 hours may be completed 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 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 individual supervision.
*To sit for the licensing exam in NYS for the L.P. credential, students need to refer to the following website to obtain information about the required 1500 hours of clinical experience: (Students must remain in supervision with a CHD faculty member while accruing these hours until graduation)
http://www.op.nysed.gov/prof/mhp/psychoanalyst_application_packet_october2010.pdf -

back to table of contents...

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 written requests to the Training Committee for approval. Only with written approval from the Training Committee 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.

back to table of contents...

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 might 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.

back to table of contents...

Student Records
CHD keeps all confidential student records in locked file cabinets in Administrative Office. 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 a review students may contact the Office of Administration.

back to table of contents...

Advisement
The Advisement Committee assigns to 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 should 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.

back to table of contents...

Leave of Absence
To request a leave of absence, students may write to the Training Committee 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 may 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 Executive Directors and the Training Committee will review this letter and send a decision in writing regarding the students’ re-enrollment in the Program.

back to table of contents...

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 write a timely letter of response stating the final 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.

back to table of contents...

ACADEMIC CALENDAR: Fall 2012 - Fall 2015

Fall 2012

• Registration must be received by August 20. Registration received after this date is subject to a late fee of $25.
• Fall classes begin Tuesday, September 4,

Week 1: Tuesday, September 4-Friday. September 7
Week 2: September 10-14
No classes Monday-Tuesday, September 17-18
Week 3: Classes meet Monday, September 24 and Thursday-Friday, September 27-28
No classes Tuesday-Wednesday, September 25-26
Week 4: October 1-5
Week 6: October 8-12
Week 7: October 15-19
Week 8: October 22-26
Week 9: October 29-November 2
Week 10: November 5-9
Week 11: November 12-16
Monday-Tuesday classes meet, November 19-20
No classes Wednesday-Friday, November 21-23
Week 12: November 26-30
Monday-Wednesday classes meet December 3-5

Spring 2013

• Registration must be received by January 14. Registration received after this date is subject to a late fee of $25.
• Spring classes being Monday, January 28.

Week 1: January 28-February1
Week 2: February 4-8
Week 3: February 11-15
No Classes week of February 18-22
Week 4: February 25-March 1
Week 5: March 4-8
Week 6: March 11-15
Week 7: March 18,22
Week 8 March 27-29
No Classes Monday and Tuesday, March 25 and 26
Week 9: April 1-5
Week 10: April 8-12
Week 11: April 15-19
Week 12: April 29-May 3
Monday and Tuesday classes meet, May 6 and May 7

June workshops begin June 3

Fall 2013

• Registration must be received by August 20. Registration received after this date is subject to a late fee of $25.
• Fall classes begin Monday, September 9.

Week 1: September 9-13
Week 2: September 16-20
Week 3: September 23-27
Week 4: September 30-October 4
Week 5: October 14-18
Week 6: October 21-25
Week 7: October 28-November 1
Week 8: November 4-8
Week 9: November 11-15
Week 10: November 18-21
No Classes Week of November 25-29
Week 11: December 2-6
Week 12: December 9-13

Spring 2014

• Registration must be received by January 14. Registration received after this date is subject to a late fee of $25.
• Spring classes begin Monday, January 27.

Week 1: January 27-31
Week 2: February 3-7
Week 3: February 10-14
No Classes Week of February 17-21
Week 4: February 24-28
Week 5: March 3-7
Week 6: March 10-14
Week 7: March 17-21
Week 8: March 24-28
Week 9: March 31-April 4
Week 10: April 7-11
Week 11: April 15-18 (Tuesday-Friday)
No Classes Monday, April 14
Week 12: April 21-25
Monday classes meet April 28

June Workshops begin Monday, June 2

Fall 2014

• Registration must be received by August 20. Registration received after this date is subject to a late fee of $25.
• Fall classes begin Monday, September 8, 2014

Week 1: September 8-12
Week 2: September 15-19
Week 3: Classes meet Monday, Sept. 22, Tuesday, Sept. 23, Friday, Sept. 26
No Classes Wednesday, September 24 and Thursday September 25
Week 4: September 29-October 3
Week 5: October 6-10
Week 6: October 13-17
Week 7: October 20-24
Week 8: October 27-31
Week 9: November 3-7
Week 10: November 10-14
Week 11: November 17-21
No Classes Week of November 24-28
Week 12: December 1-5
December 10, 11, Wednesday and Thursday classes meet

Spring 2015

• Registration must be received by January 14. Registration received after this date is subject to a late fee of $25.
• Spring classes begin Monday, January 26, 2015

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

June Workshops begin Monday, June 1, 2015

Fall 2015

• Registration must be received by August 20. Registration received after this date is subject to a late fee of $25.
• Fall classes begin Tuesday, September 8, 2015

Week 1: Tuesday, September 8-Friday, September 11
Week 2: Tuesday, September 15-18
No Classes Monday, September 14
Week 3: Classes meet Monday, Sept. 21 and Thursday and Friday, Sept 24-25
No Classes Tuesday, Wednesday, September 22, 23
Week 4: September 28-October 2
Week 5: October 5-9
Week 6: October 12-16
Week 7: October 19-23
Week 8: October 26-30
Week 9: November 2-6
Week 10: November 9-13
Week 11: November 16-20
Week 12: Classes meet Monday –Wednesday, Nov. 23-Nov.25
No Classes Thursday, Nov. 26-Friday, Nov 27
Monday Classes meet, November 30 and December 7
Tuesday Classes meet December 1
Wednesday Classes Meet December 2

back to table of contents...

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 32 courses—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.

back to table of contents...

Completing the Program

Students can complete the program within four years. Each course (with the exception of C105) meets for 12 one hour-and-a half sessions. Upon completion of program requirements—32 courses; training analysis hours; supervisory hours; and the Final Paper and Presentation—students will receive a Certificate in Psychoanalysis and will be able to sit for the NYS licensing exam in Psychoanalysis to get their LP credential (licensed psychoanalyst)
**To sit for the licensing exam in NYS for the L.P. credential, students need to refer to the following website to obtain information about the required 1500 hours of clinical experience:
http://www.op.nysed.gov/prof/mhp/psychoanalyst_application_packet_october2010.pdf -

back to table of contents...

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 (4 courses required)
H101 History of Psychoanalysis from 1895-1920
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 (7 courses required)
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 (8 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
C109 Sociocultural Issues in Psychoanalysis

AREA V. PRACTICE AND SUPERVISION (4 courses required)
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 (2 courses required)
R101 Introduction to Psychoanalytic Research/ Research Proposal Writing
R102 Data Collection, Findings, and Discussion

AREA VII. ELECTIVES
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 are added as needed.)

back to table of contents...

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 evident 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 gender distinctions during this period.

M103 Latency through Puberty
In the latency period, children’s developmental tasks include widening the sphere of activity to include school, re-experiencing separation issues, establishing peer groups, broadening 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, Clevans, and recent researchers.

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 70—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 later adulthood, age 70+, issues of aging, retirement, illness, loss, and the development of new life goals dominate.

back to table of contents...

Area II. History of Psychoanalysis
This component of the curriculum (4 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 and 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 the topographical to the structural model of the mind.

H103 History of Psychoanalysis from 1920-1940
This course emphasizes Freud’s later work: the development of drive theory; refinements in 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 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.

back to table of contents...

Area III. Psychoanalytic Theory
This area of study, consisting of 7 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 psychoanalytic theory of technique; and focuses on theoretical/clinical aspects of dream interpretation and unconscious fantasy.

.
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
Candidates consider 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 class 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 both the PDM and the DSM. Knowledge of character pathology is utilized in the formulation of diagnoses.

back to table of contents...

Area IV. Clinical Studies
This area of study (8 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, and 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 both 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 the 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
Students attain 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
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 at 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; setting up private practices; the treatment frame; the implications of treatment techniques and/or modalities; and psychoanalysts’ responsibilities to their patients, the profession, colleagues, and 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.
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.

C109 Sociocultural Issues in Psychoanalysis
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 pathologically based.
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.

back to table of contents...

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

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. They include, 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.

back to table of contents...

Area VI. Research
This area of study (2 courses) introduces students to psychoanalytic research methods and new discoveries in neuropsychological research that enhance our understanding of unconscious dynamics. It also teaches the skills necessary for writing CHD’s Final Research Paper.

R101 Introduction to Psychoanalytic Research/ Research Proposal Writing
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. In addition, recent discoveries in neuropsychology broaden identification of unconscious mechanisms.
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.

R102 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.

back to table of contents...

Area VII. Electives

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 consistently 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
Candidates address 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, Harm-Reduction, and other rehabilitation approaches.

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 writings—articles, lectures, monographs, books—and prepare them 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 record-keeping, 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 the Repetition Compulsion
In Beyond the Pleasure Principle, Freud associated destiny with the repetition compulsion; he thought that 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 postulated 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, 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).

back to table of contents...

Graduation Requirements for Certification in Psychoanalysis

To receive a Certificate in Psychoanalysis, students must:

• complete 32 required courses (576 clock hours)
• complete the requirements for Treatment Service – at least two semesters of the required Treatment Service courses and accrue 300 patient contact hours on this level at CHD’s Treatment Service site or at an approved NYS and licensed agency with an agreement by CHD and the site and demonstrate a clear understanding of the dynamics of transference, unconscious communication and behavior, resistance, countertransference, and countertransference resistance;
• complete a training analysis with a New York State licensed, NAAP-registered modern psychoanalyst on the CHD faculty, for a total of 350 sessions. Fifty of these hours may be accrued in group analysis with a New York State licensed, NAAP-registered modern analyst on the CHD faculty;
• complete at least 150 hours of supervision with New York State licensed and NAAP 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-registered modern analytic supervisor on CHD’s faculty;
• 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 a Control Case before the faculty which demonstrates an ability to identify, study, resolve resistances, and understand intrapsychic dynamics.

*To sit for the licensing exam in NYS for the L.P. credential, students need to refer to the following website to obtain information about the required 1500 hours of clinical experience: (Students must remain in supervision with a CHD faculty member while accruing these hours until graduation)
http://www.op.nysed.gov/prof/mhp/psychoanalyst_application_packet_october2010.pdf -

back to table of contents...

Fee Schedule for the Program in Psychoanalysis
All fees are paid directly to CHD

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

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

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

Late Registration Fee per semester . . . . . . . . . . . . . . $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

back to table of contents...

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.

back to table of contents...

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, scientists. members of the clergy, businessmen and women, artists, and pastoral counselors. Past workshops have centered on new discoveries in neuropsychology, stress, parenting, sibling relationships, creativity, trauma, sexuality, depression, emotional communication in treatment, building a private practice, and nonverbal and symbolic communication.

back to table of contents...

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.

back to table of contents...

CHD FACULTY BIOGRAPHIES

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. New York State and 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.”

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.

Susan Jakubowicz, Ph.D., Psy.D., L.C.S.W.,C.G.P, 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, Board of Trustees, Faculty, Training Analyst, and Supervisor, CHD. Board of Trustees, American Board for Accreditation in Psychoanalysis (ABAP), 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. International Academy of Behavioral Medicine (IABM), 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."

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.

Jacqueline M. Swensen, Ph.D., L.P.
119 West 57 Street, Suite 720, New York, NY 10019. (212) 230-1881.
Email: drswensen@drswensen.com. Faculty, Training Analyst, and Supervisor, CHD. Registered Psychoanalyst and Licensed Clinical Social Worker, NY. Licensed Clinical Social Work Supervisor, NY; New York State Licensed Psychoanalyst. Member NAAP and NYSSCSW. Unpublished Dissertation, “Intervening Where Your Patient Is: A Modern Psychoanalytic Guide for Establishing and Building the Narcissistic Transference.”

back to table of contents...

Adjunct Faculty

Richard Friedman, Ph.D., L.C.S.W.
1123 Park Avenue, Suite D, New York NY. 10128. (212)289-3592.
Email: friedman1123@AOL.com
NAAP registered psychoanalyst
Adunct Faculty, CHD. Training analyst Manhattan Center for Modern Psychoanalysis,Training analyst and supervisor the Philadelphia School of Psychoanalysis,Training analyst and supervisor Chinese American Psychoanalytic ,Association (work carried out by Skype), Former training analyst The Institute for Modern Psychoanalysis, Former training analyst Mid-Manhattan Institute, Former Adjunct Assistant Professor at New York University School of Social Work Post Masters Certificate Program.

Eli Greenberg, M.D.
338 East 33rd Street, Suite 2RW , New York, NY 10016. (646) 330-4991).
Email: eligreenbergMD@gmail.com
New York University, Department of Psychiatry. Institute for Psychoanalytic Education. Diplomate American Board of Psychiatry and Neurology.
Publication: Greenberg, E., Chapter 9: The Agitated patient. In Bernstein, Levin, Poag and Rubinstein (eds.) On-Call Psychiatry, 3rd Edition. Philadelphia: Saunders Elsevier (2006).

Benedict Sungho Kim, Ph.D,. L.P.
5 East 44th Street, #5B, New York, NY 10017. 917-270-9369.
E-mail: analystbk@yahoo.com. Board Member, CHD. Founder, Executive Co-Director, Faculty, Training Analyst and Supervisor, Postgraduate Institute for Psychiatry and Psychoanalysis (PIP) in Seoul, Korea. Faculty, Hattie R. Rosenthal College of Psychoanalysis of Heed University. Licensed Psychoanalyst. Member, NAAP. Member, APA Div 39. Formerly Visiting Professor, Myonji University in Seoul, Korea. NAAP registered psychoanalyst.

Additional Biographies of CHD’s Adjunct Instructors are available upon request to the Administrative Offices.

back to table of contents...

FORMS

STUDENT APPLICATION FORM

MATRICULATION FORM

back to table of contents...