#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.

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.