The program affords candidates the opportunity to take courses from faculty representing major orientations in psychoanalytic theory and practice. We encourage students to take courses reflecting differing points of view and to have supervisory experiences with faculty of diverse approaches. The curricula are designed to encourage an intellectual community in which theoretical diversity and comparative study may thrive and where greater clarity of conceptualization and integration in psychoanalytic thinking is achieved.
Candidates have the option of selecting courses from any of the tracks. Candidates are never required to choose or affiliate with any single track. For candidates interested in exploring particular tracks, each track's chair is available to offer guidance and faculty are pleased to confer individually with candidates and help them with their course of study. To this end candidates with questions are invited to contact any of the
Contemporary Freudian Track
Contemporary Freudian Area of Study: This curriculum encompasses the fundamental discoveries of Sigmund Freud and the diversity of viewpoints in theory and technique that characterizes Freudian psychoanalysis as it is practiced today. This diversity arises both from the proliferation of ideas within ego psychology and from the increasing influence of studies of child development, of self-psychology, and of theories of the self in relationship to the object world. The program is such that one can take Contemporary Freudian training in any desired proportion in relation to the overall postdoctoral program. Candidates are welcome to contact the chair of the faculty in the Contemporary Freudian area of study, Dr. Arthur Fox (email@example.com), or Dr. Carina Grossmark (firstname.lastname@example.org) to discuss individual questions and planning.
Interpersonal-Humanistic Area of Study: Interpersonal theory rests upon a broad framework of implicit and explicit premises that departed from the psychoanalysis of its day and that continues to offer a rich contribution to the current psychoanalytic movement. Central to interpersonal analysis is the direct engagement of analyst and patient in their actual and immediate experience of each other. In this way, the uniqueness of each patient, each therapist, and each analytic dyad is emphasized. Interpersonal theory posits a variety of influences that produce diverse and individualizing effects upon the person. Great importance is placed on understanding an individual’s developmental trajectory and character formation through detailed exploration of interpersonal interactions embedded within an individual’s social and cultural context. Candidates are welcome to contact the co-chairs of the interpersonal area of study, Dr. Bruce Grellong (bagrellong@ gmail.com) and Dr. Barry Cohen (email@example.com), to discuss individual questions and planning.
Relational Area of Study: Relational psychoanalysis focuses attention on processes of mutual influence in development and treatment. It assumes that relationships, including the analytic one, are shaped by both individuals in a process that is neither one sided nor linear. In this and other ways Relational theorizing profoundly alters the analyst’s thinking about clinical work. The Relational area offers courses that study the roots of Relational thinking within the British school of object relations, American interpersonal psychoanalysis, self-psychology, and currents within Freudian ego psychology. While some of our courses are primarily theoretical in emphasis and others mainly clinical, all of them address developments and controversies in clinical technique. Candidates are welcome to contact the chairs of the track, Dr. Debbie Liner (firstname.lastname@example.org) and Dr. Stephen Hartman (email@example.com), to discuss individual questions and planning.
The Independent Track promotes independent thinking in relation to the practice, application, teaching, and learning of psychoanalysis. We believe that psychoanalysis as a discipline grows and develops through its application to and engagement with the wider world. Our courses span theoretical perspectives and practice settings and embrace an interdisciplinary approach. They include a consideration of political, environmental, and sociocultural factors in relation to psychoanalytic theory and clinical practice, as well as the potential for integration of psychoanalysis with other treatment modalities. We believe that a commitment to viewing psychoanalytic theory and practice from both inside and outside perspectives helps enliven psychoanalysis as an ongoing self-critical endeavor. As no one system of thought explains the human condition, we value both humility and reflexive skepticism vis a vis excessive truth claims both within and outside psychoanalysis. Finally, but perhaps most importantly, the principle of independence informs our view of psychoanalytic education. We are committed to fostering an active, mutual learning process between practicing analyst and student in which each student develops a psychoanalytic identity founded on their own unique synthesis of psychoanalytic theory and technique.