Advanced Psychoanalytic Program (A.P.P.) Curriculum for 2017-2018

Course Descriptions

1st Year – Fall (Semester I)

#F101 – Basic Concepts of Psychoanalysis

(Course runs for 8 consecutive weeks—2 hours each).

This course will serve as an introductory survey of fundamental psychoanalytic concepts, which will include, but not be limited to: an emphasis on and appreciation of the role of anxiety, the definitions and importance of the Structural theory, the unconscious, transference, countertransference, and resistance.

#F102 – Psychoanalytic Theory of Early Development

The psychoanalytic literature on the importance of early developmental experiences, treatment, and milestones (primacy vs recency) will be reviewed with a focus on Freud’s Psychosexual stages, Erikson’s Psychosocial phases, Anna Freud’s Developmental Lines, Bowlby’s Attachment and Loss research, Mahler’s observations regarding Separation-Individuation, Winnicott’s ideas of the Holding Environment, etc.

#F103 – Case Seminar: Clinical Considerations

This will consist of discussion of common psychoanalytic terms related to clinical work. In addition, there will be an opportunity for presentation of case material. If the students do not have cases yet to discuss, the instructor will bring in his/her own representative cases for discussion. A term paper will be submitted by the students which represents their understanding of particular psychoanalytic concepts and practices that they select in advance.

**One year candidates only—With the approval of their supervisor, may be eligible for working with patients in the NJI Clinic.

1st Year – Spring (Semester II)

#S104 – Introduction to Freud

This course will both pay its respect to the Father of Psychoanalysis, Sigmund Freud. His pioneering research attempts to understand the workings of the mind, and the different registers of the dynamic unconscious will be examined closely.

#S105 – Developmental Theory: Latency to Adolescence

Our understanding of the Latency phase of development will be considered in the context of how successful the individual’s passage is from infancy to childhood; how this may set the stage both for the Latency period, as well as subsequent issues inherent in Adolescence. This course will draw upon the work of Winnicott, Blos, Fonagy, and other relevant experts, whose in-depth studies have described the consequences that often ensue when early infantile or childhood conflicts are not resolved.

#S106 – Case Seminar: Clinical and Ethical Considerations.

Clinical and ethical considerations will be given to the psychoanalytic process, how psychoanalysts ought to (and should not) approach the analysand/patient/ client. Recognizing that when possible, the most optimal way to learn do this kind of work is to present an actual case, students will be asked to draw material from their actual experience. When that is not possible, case material provided by the instructor or from reading material will be utilized. In all instances regarding the way people as well as the details of their personal history are treated, descriptions of proper (and improper ethical) conduct will be given serious consideration. A term paper will be used to allow students to describe and demonstrate what they have learned.

2nd Year – Fall (Semester III)

#F201- Transference

This course is designed as an introduction to the concept of transference, its definition, how one can recognize it, when appropriate, foster it, and effectively deal with it.

#F202 – Psychopathology I

The etiology and development of psychic disturbance will be described and discussed through the varied prisms of psychoanalytic perspectives.

#F203 – Case Seminar: Initial Resistances

Discussions of the concept of resistance is predicated on understanding that almost all instances of resistance is based upon real, imagined, or anticipated pain, which the patient (wisely) wishes to avoid. Our mission is to help students understand that this process is to be expected, therefore, we are not to judge our patients, and help students to understand the concept sufficiently so that they can help their patients learn to recognize, respect, and eventually overcome their resistance and thus, be able to analyze it, with us acting acting as their co-pilot in this mutual endeavor.

2nd Year – Spring (Semester IV)

#S204 – Countertransference

We will build upon our understanding of the universality of transference and the fact that even the analyst is not immune to it. From there, a description of various kinds of countertransferences will be provided, including concordant and complementary, objective and subjective, projective identification, and so on. The classical works of Melanie Klein, Paula Heimann, Heinz Racker, as well as more contemporary experts will be discussed.

#S205 – Psychopathology II

Built on the foundation constructed earlier in Psychopathology 1, this course will combine a developmental model with our understanding of the origin and predicted route that various kinds of psychopathologies take.

#S206 – Case Seminar: Working Alliance

Zetzel was among the first to use the term, “therapeutic alliance.” However, it was Greenson who described the therapeutic alliance as a working collaboration between analysand and analyst. It is based upon the idea that this particular alliance is an example of a largely non-neurotic rational support that the patient derived from his/her analyst. To the degree that a sound therapeutic alliance is a good predictor of success in therapy, its importance cannot be underestimated. Thus, we will focus on fostering, developing, strengthening, and ultimately solidifying a healthy bond between analyst and analysand.

3rd Year – Fall (Semester V)

#F301 – Psychoanalytic Theory of Dreams I

We will describe in detail how dreams are not random or meaningless, and that they have a purpose. In addition, levels of conscious and unconscious processes and their relation to dreams will be discussed.  The meanings of Manifest and Latent Content, regression, primary process, day residue, repression, condensation, displacement, free associations of the dreamer, and so forth will be reviewed from a psychoanalytic vantage point.

#F302 – Ego Psychology

This is a particular school of psychoanalytic thought. Students will be given material derived from some of the major Ego psychological thinkers, like Heinz Hartmann, Ernst Kris, David Rapaport, Rudolph Loewenstein, and others, who greatly influenced the course that psychoanalysis took for some time.

#F303 – Case Seminar: Working Through

According to psychoanalytic canon, once the transference has been formed, and the analysand has begun to acquire a near-felt understanding of and insight into his/her problems, Working Through is the next process whereby the patient is more aware of the impact that unresolved problems or possible traumas from the past have in the analysand’s current situation and begins to accept such factors emotionally as well as cognitively, and is able to use that understanding to make adaptive changes in the present. This complex process will be discussed at great length

3rdYear – Spring (Semester VI)

#S304 – Psychoanalytic Theory of Dreams II

The imagistic quality and language of dreams will be explored in greater detail. This will include discussion of distortions, reversals, timelessness in the unconscious, the equivalence of opposites, symbolism, syncretistic thinking. Multiple models of understanding dreams will be offered, including readings derived from Freud, Fosshage, Blechner, Alperin, and others.

#S305 – Object Relations

This is another school of psychoanalytic thought which holds as its central tenet that humans are motivated less by the sexual and aggressive drives posited by Freud, than by the need for contact with and relationship to others. Prominent theorists of this school of thought, such as, the British School (Fairbairn, Guntrip, Winnicott, Melanie Klein, etc..), or the American brand (as exemplified by Gabbard, Kernberg, and others) will be discussed.

#S306 – Case Seminar: Analysis of Character/Personality

The terms “character” and “personality disorders” will be defined and described. Illustrations drawn either from one’s present caseload, past experience, or readings will be discussed. Concepts like, character armor, character traits, ego syntonic, or ego alien will be discussed with particular emphasis on hwhat to do as a would-be analyst when faced with individuals who exhibit these traits.

4th Year – Fall (Semester VII

#F401 – Narcissism and Narcissistic Disorders

Material will be provided for the student to review information pertaining to the normal narcissist stage of development and so-called healthy narcissism, as described by Edith Jacobson. Primary and secondary narcissism will be defined and potential consequences of Narcissistic injury, such as grandiosity, narcissistic rage, and other forms that it may take, will be reviewed.

#F402 – Self Psychology

This is yet another school of psychoanalytic thought. Its theoretical underpinning and practical utility have largely been attributed to Heinz Kohut, who emphasized empathy as the cornerstone of his approach. Although, as you will see, Freud also mentioned this, Kohut emphasized it to a much greater degree and for the most part to the exclusion of drive theory.

#F403 – Case Seminar; Comparative Orientations

Here we will take a long look at the various theoretical schools of thought and what they have to offer in terms of practical approaches to treating patients. What is right for whom, when should a particular technique drawn from a specific theory be introduced and why is this so, are some of the questions that will be raised.

4th Year – Spring (Semester VIII)

#S404 – Psychoanalytic Theory of Depression

This course will examine depression in terms of intrapsychic dynamics including inter-and intra-systemic conflicts, etiology, and clinical manifestations. Differing analytic ideas regarding depression will be described, including drive theory, object relations, ego psychology, and interpersonal or relational approaches. Other theories and their adherents, not easily described as falling under one theoretical umbrella will also be considered. Clinical material introduced by students is always encouraged and will be utilized to differentiate and delineate this ubiquitous manifestation. The quintessential questions of whether the depression that is manifested represents a patient’s core pathology, a symptom of another primary diagnosis, a resistance, or whether it represents a normal, adaptive stage of development will be raised and will be open for discussion.

#S405 – Relational Concepts in Psychoanalysis

This is one more in a series of varying schools of psychoanalytic thought. The position that is central to this theory is that the healing process of psychoanalysis is fundamentally rooted in an intersubjective, interrelational connection. Readings will be provided and discussed in depth to appreciate the historical factors which gave rise to what has been called, the Relational Turn in psychoanalysis, with its emphasis on the patient’s phenomenology and subjectivity, as well as the use of the analyst’s own subjective responses arising from the two-person interaction of analysand and analyst. Starting with the work of Ferenczi, H.S. Sullivan, and fast-forwarding to Mitchell, Benjamin, Messler-Davies, Fosshage, and Mills, and a host of others, the strengths of, as well as shortcomings of relational approaches will be studied.

#S406 – Integrated Theory of Psychoanalytic Techniques

This course will encourage members of the class to attempt the lofty goal of developing an integrated coherent model–derived from understanding the above schools of psychoanalytic thought—a model which fits in with contemporary psychoanalytic conceptualizations and praxis. This will be an exercise in creative thought and synthesis, one which necessitates an understanding of what the various schools of psychoanalysis emphasize.

5th Year – Fall (Semester IX)

#F501 – Borderline Disorders

This course will consider what is meant by the term, “borderline” and how it is ethically imperative to take care not to use the term loosely to denigrate a patient. There are mixed opinions of what approach to take with individuals who exhibit traits associated with what has been termed “borderline.” The work of Jacobson, Kohut, Kernberg, Masterson, Giovacchini, and others will be compared and contrasted. The use of the analyst’s countertransference on behalf of the patient will also be discussed.

#F502 – Psychic Trauma

Psychoanalysis and the understanding of psychic trauma evolved together. Originating in the treatment of the adult hysterical response to sexual abuse in childhood, psychoanalysis has widened its scope to address still broader social issues including war trauma and PTSD, and personality disordered by often subtle but cumulative traumatic relationship in the formative years.

Psychic trauma – the dissociative closing-off of the mental processing of an emotionally overwhelming experience – will be reviewed as a central issue of psychoanalysis: historically, theoretically, and clinically. The growth of therapeutic thought and practice will be traced through the work of such originators as Freud and Breuer, Fairbairn, Winnicott, van der Kolk, Putnam, Bromberg, and Schore. Case material will be introduced and discussed throughout.

#F503 – Case Seminar: Termination

Termination of any form of therapy is an important event. This course will consider the reasons for termination, whether by the patient, by the analyst or by external circumstances; the conditions that may give rise to termination, what constitutes untimely termination (either premature, or delayed), and what represents an optimal form of termination and how it can be achieved. Starting with Freud’s masterpiece, Analysis Terminable and Interminable, we will describe the difficulties both defining and conducting a “proper termination.

5th Year – Spring (Semester X)

#S504 – Sexuality and its Vicissitudes

What used to be considered as perverse (which frequently gave rise to judgmentalism and condemnation, even within the psychotherapy community) is now being regarded along a continuum of responses to one’s personal, and thus subjective relationship to sexuality. This course will review the old view, and consider a more updated, nuanced understanding and respect for variation of the multifaceted nature of sexual expressions. Freud will be cited, along with Kraft-Ebing, Chasseguet-Smirgel, Fonagy, Leuzinger-Bohleber, Feminist analytic views, such as Horney, Coates, Slade, and others, will be discussed.

#S505 – Psychoanalysis as a Science: Neuroscience and Clinical Research

There is a greater need to emphasize research in psychoanalysis, despite the fact that psychoanalytic thinkers have been involved in research investigations since Freud, Jung, and Spitz, right up to the present time. The history of such research studies will be cited and modern researchers, including Beebe’s work, etc. will described. A bridge will then be constructed between basic research and the discoveries emanating out of the new field of Neuropsychoanalysis, which include the works of Solms, Panksepp, Zellner, and others. Readingson localization, equipotentiality, and plasticity theories will be presented.

#506 – Contemporary Writings in Psychoanalysis

The works and contributions to modern psychoanalytic conceptualizations d by the following will be considered: Beebe, Benjamin, Bollas, Fonagy, Andre green, Mitchell, Mary Target, Wachtel, along with a host of others.

Electives: NJI Candidates and Graduates will be offered electives periodically, such as: Final Paper—single case study; Case Presentation; Writing for Publication; Practical Private Practice Issues; Couples Group Therapy; Technical Seminars.

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