Adult Psychoanalytic Training

The PINE Psychoanalytic Institute is a division of the PINE Psychoanalytic Center.

The philosophy of PINE remains true to the original vision, as expressed in 1973 by one of PINE's founders, Dr. Robert Gardner:

"We envision an adventure of ideas. PINE will bring together a few candidates and a few teachers in the professional closeness and lively atmosphere of a workshop. Candidates and teachers will explore critically the basic observations, methods and theories of psychoanalysis. We shall share candidly differences already held and differences that will arise in sustained study and discussion. In short, PINE will be devoted to shared curiosity and search...

The curriculum of PINE will be flexible. It will be attuned to the needs of individual candidates and teachers. We shall strive for a good mixture of organized seminars and seminars that follow more spontaneously the immediate interests of the participants. Seminars will be augmented by tutorials and by special projects. The developmental point of view and developmental data will receive particular stress in each aspect of the program. We shall try to develop a program of appeal and value to candidates of different backgrounds, including non-medical and medical. Our aim will be for a program whose breadth and depth will challenge the diversity of skills and interests of our candidates and to use that diversity to the advantage of the candidates and teachers... The full faculty will explore scientific and teaching challenges and will advance a program of faculty study groups. We shall develop a faculty with a ferment of academic spirit and the activities reflective of that spirit."

COMPONENTS OF TRAINING

Psychoanalytic training is based on the student’s participation in three complementary learning experiences:
(1) the curriculum -- participation in formal classes on psychoanalytic theory and technique; (2) the personal analysis-- referred to as a training analysis; and (3) supervised psychoanalytic treatment with at least three patients under close supervision -- referred to as control cases.

(1) CURRICULUM
The didactic curriculum at PINE is flexible allowing us to integrate the creative ideas of both faculty and candidates in creating new and interesting seminars. The specific content of the seminar program varies from year to year. Candidates are encouraged to give seminar suggestions to the Curriculum Committee.
Generally, fall and spring seminars are designed to meet the broad requirements. All candidates participate in clinical seminars every year from the first year of training. These include clinical case conferences in which everyone presents and continuous case conferences in which one or two candidates present detailed process material for exploration of issues related to theory and technique. The winter semester includes selectives for all candidates that are designed to round out the curriculum and to explore topics of individual interest in greater depth. A recent innovation has been the creation of “advanced seminars” for faculty and candidates beyond the third year. These seminars are designed to meet the needs and interests of both the faculty and candidates, to provide a shared educational opportunity, and to facilitate the transition from candidate to graduate. Candidates are also free to develop individual or small group tutorials with interested PINE faculty. Writing has become a component of many of the seminars and candidates are mentored in clinical writing and presentations. Please see recent curricula in adult training for examples.

A minimum of 450 total hours of seminar participation is required for graduation (i.e., the minimum requirement for institutes of the American Psychoanalytic Association). The curriculum is designed to allow the candidate to meet all didactic requirements over a period of five years. Most candidates require 6-8 years to complete training. Candidates participate each year from the beginning of training in clinical seminars in which candidates present their own analytic work. Candidates also have at least one seminar each year that offers a deep exploration of a theoretical question and one seminar each year addressing an aspect of psychoanalytic technique.

A candidate will typically complete the following seminars during their training:
The concept of analyzability and facilitating the transition from psychotherapy to psychoanalysis;
Ethics in psychoanalysis;
Two seminars on Freud’s written cases and the development Freud’s theories;
At least four seminars on such core theories as unconscious process, transference, countertransference, resistance, conflict, and defenses;
Two seminars on the theory and technique of working with dreams;
Seminars on theories of character structure and working with different character issues;
A series of five seminars on development including a clinical seminar of analytic work with children and adolescents and a clinical case conference on applying developmental concepts in adult analysis;
At least two additional clinical case conferences where candidates each present ongoing analytic material;
At least two Continuous Case Conferences in which a single case or two cases are explored by the participants in depth;
At least five ‘selectives.’

Advanced candidates who have completed the core requirements are encouraged to participate in seminars or other forms of study, research or writing as developed in collaboration with their advisors.

RECENT COURSE OFFERINGS BY YEAR:
Recent curricula for the adult psychoanalytic training program over the past four years illustrate the ongoing evolution of our curriculum and the creativity that goes into curriculum development each year. Seminars are designed in response to didactic requirements, candidates’ stated desires, and faculty interests. This fosters a deeper investment in seminar learning on the part of both candidates and faculty.

2011-2012
Continuous Case Conference -- Arons/S. Smith
Continuous Case Conference -- Workum/ Rubin
Case Conference: Rethinking Classical Psychoanalytic Technique -- Busch/Matthews
Advanced Seminar: The Function of the Spoken Word in Analysis -- Rizzuto
Advanced Seminar: Interpretive Processes and Theory of Change -- P. & A. Ornstein
Development III -- Kerzner
Empathy and Ethics in Psychoanalysis -- Barron/ Schwaber
Loewald’s Revolutionary Perspectives -- Matthews
Free Association, Neutrality and Meditation -- Hoffer/Kostner

2010-2011
Continuous Case Conference -- Lable/Rosbrow-Reich
Continuous Case Conference -- Workum/Diamond
Case Conference with a Focus on Interpretation -- Arons/Ackerman
Transference & Countertransference -- Schindelheim/Raymond
Development I -- Rubin/Kerzner
Development II -- Kass/Greenberg
Advanced Seminar: Psychoanalytic Perspectives on Memory -- Matthews
Advanced Seminar: Relational Perspectives in Psychoanalysis -- Barron/Kerzner

2009-2010
Continuous Case Conference -- Lable/Rosbrow-Reich
Continuous Case Conference -- Hoffer/Weisgerber
Analytic Listening (case conference) -- Schwaber
Working with Dreams -- Rubin/Greenberg/Stambler
Beyond Words: Speaking of That Which Cannot Be Spoken -- Ackerman/Arons
Development III -- Kerzner
Freud’s Cases and Metapsychology, Part I -- Matthews
Freud’s Cases and Metapsychology, Part II - Matthews
Advanced Seminar: The Rider and the Horse - -Busch/Schmidt-Hellerau
Advanced Seminar: Contemporary Theory and Technique -- A Close Reading of Selected Contemporary Psychoanalytic Articles -- Barron/Kerzner

2008-2009
Continuous Case Conference -- Hoffer/Matthews
Case Conference with a Developmental Focus -- S. Smith/Workum
Clinical Case Conference -- Lable/Goldsmith
Psychoanalysis as a Process of Self-/Other Inquiry -- Barron/Matthews
Development I -- Kerzner/Rubin
Development II -- Greenberg/Kass
Development III -- Kerzner/Tsafrir
Analyzability: Creating Analyic Dyads -- Levine/Shilkoff
Mourning and Psychoanalysis -- Lang/Loula
Resistance and Defense -- Avedon/Dvorkin
Dreams -- Kite/Ackerman

2007-2008
Continuous Case Conference -- Arons/Rubin
Continuous Case Conference -- Workum/Beaudett
Clinical Child Psychoanalysis (Continuous Case Conference) -- Rubin/S. Smith
Working with Dreams (Case Conference) -- Margulies/Stambler
Ethics in Psychoanalysis -- Barron
Freud’s Cases and Metapsychology, Part II -- Matthews
Unconscious Processes -- H. Smith/Weisgerber
The Representational Mind -- Rizzuto/Matthews
Character -- Kite/Ackerman
Free Association -- Hoffer/Penman

RECENT SELECTIVE SEMINAR OFFERINGS:
Current Readings in Psychoanalysis -- Loula
Clinical Writing -- Arons/Mitchell
The Many Faces of Oedipus -- Schmidt-Hellerau
Andre Green -- Kerzner
Psychoanalytic Field Theory -- Levine
The Writings of Melanie Klein -- Kerzner
Talking with Strangers: Clinical Technique from a Contemporary Ego Psychological Perspective -- Busch
Therapeutic Action -- A. Ornstein
Crime and Punishment: Fathers and Sons -- Lang
The Interpretive Process and Therapeutic Action -- A. Ornstein
Perspectives on Masochism -- Lang
Interface of Neuroscience and Psychoanalysis

(2) THE TRAINING ANALYSIS
The personal training analysis is a foundation of psychoanalytic training. It ordinarily is conducted by a PINE training analyst of the candidate’s choosing. However, when a candidate accepted for training has been in treatment with an analyst who is not a PINE Training Analyst, but is a member in good standing of the American Psychoanalytic Association and has met other criteria, the candidate may apply to continue this analysis as the personal analysis.

Duration of the analysis is determined by the progress of the analysis. The objectives of a training analysis are similar to those of a therapeutic analysis. In addition, the analysis will include analyzing those issues relevant to the practice and conduct of psychoanalysis. The candidate must be actively engaged in his/her training analysis prior to beginning a psychoanalytic case, and the training analysis must continue during a portion of the candidate’s supervised psychoanalytic work. The candidate and his/her analyst arrange scheduling (4-5 hours per week) and fees.

The PINE Psychoanalytic Institute is constituted as a “non-reporting” Institute, which means that the content of the analysis is totally independent of the educational workings of PINE.

(3) SUPERVISED PSYCHOANALYTIC TREATMENT OF PATIENTS
Another foundation of a psychoanalytic education is supervision. Through detailed examination of a single analytic case, one learns the different perspectives on what is central to the analytic encounter and the curative process. Beginning analytic work relatively early in the educational process helps to encourage a more thorough integration of practice with theory, to provide for longer and more varied supervision, to encourage the candidate’s formation of an analytic identity, and to permit the completion of at least one analysis prior to graduation. Candidates ordinarily begin the supervised psychoanalysis of a patient (known as a “control case”) during Clinical Year II. Candidates in training at PINE choose supervisors from among the Training and Supervisory Analysts and arrange a schedule and fees on an individual basis.
Generally a second supervised case may be undertaken by a candidate after a satisfactory six-month report of the first case has been written and approved, and other aspects of his/her educational program have been reviewed. After the first six-month report is approved, a brief follow-up report must be submitted once a year on each supervised case. A third supervised case is begun after at least three years of seminars and submission of satisfactory six-month reports on the first two control cases, and often a fourth case is begun before graduation.

A minimum of 200 hours of supervision is required for graduation. The supervised cases should represent patients of both sexes. Control cases are seen at a frequency of 4-5 times per week. At least one control should have been carried to the advanced phase of the analysis or to the successful termination of treatment.

COMMITTEES OF THE INSTITUTE
The administrative responsibilities for the training program are overseen by the Education Committee in cooperation with the faculty as a whole. The Education Committee attends to the day to day decision-making and responsibilities of the institute as well as overall planning. The Curriculum Committee, which includes candidates as well as faculty members, oversees the ongoing assessment and development of the seminars. The Progressions Committee, comprised of the faculty advisors to the candidates, follows all stages of the progress of candidate training and facilitates individualized learning. The Committee of Training Analysts collaborates with the Education Committee on candidate education and institute policy.

After an applicant is accepted as a candidate, he or she should arrange for a training analysis and notify the Administrative Director of such arrangements. Most candidates will enter a training analysis with one of the PINE Institute training analysts. Candidates ordinarily may begin seminars immediately, but are required to have begun a training analysis prior to beginning the second year of seminars and within two years of the date of acceptance, unless an extension is granted by the Education Committee.

Candidates must continuously maintain full professional licensure and malpractice liability insurance. A candidate in full clinical training in psychoanalysis must neither represent him or herself as a psychoanalyst nor practice psychoanalysis until authorized to do so by an approved Institute of the American Psychoanalytic Association.