{"id":620,"date":"2023-06-28T10:18:39","date_gmt":"2023-06-28T10:18:39","guid":{"rendered":"https:\/\/thestagingdemo.com\/njinstitute\/?post_type=portfolio_item&p=620"},"modified":"2023-10-05T09:31:42","modified_gmt":"2023-10-05T09:31:42","slug":"introduction-to-psychoanalysis-program","status":"publish","type":"portfolio_item","link":"https:\/\/thestagingdemo.com\/njinstitute\/portfolio_item\/introduction-to-psychoanalysis-program\/","title":{"rendered":"Introduction to Psychoanalysis Program"},"content":{"rendered":"\t\t
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Introduction to Psychoanalysis Program Curriculum \u2013 Course Descriptions<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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1st Year \u2013 Fall(Semester I)\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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#F101 \u2013 Basic Concepts of Psychoanalysis\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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(Course runs for 8 consecutive weeks\u20142 hours each).<\/p>

This course serves as an introductory survey of fundamental psychoanalytic concepts, which will include, but not limited to an emphasis on and appreciation of anxiety, the definitions and importance of the structural theory, the unconscious, transference, countertransference and resistance.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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#F102 \u2013 Psychoanalytic Theory of Early Development\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\t\t\tThis course emphasizes the psychoanalytic understanding of the structure and psychic development of the mind of the infant and young child. It will begin with an introduction to the traditional conceptualization of the developing child, using as a point of departure Freud, Anna Freud and Spitz. We will proceed with an exploration of Klein\u2019s and Winnicott\u2019s ideas followed by Margaret Mahler\u2019s Symbiosis and Separation-Individuation Process. The contributions of Bowlby\u2019s attachment theory will provide the background to address the infant and mother dyad and the theoretical and clinical practices that have evolved from it. It will address the input of Erikson and Piaget on psychoanalytical developmental theory and will touch upon some of the research and studies in infant and child development such as the work of Beebe, Stern, and Fonagy. At the conclusion of the course candidates should have developed a framework in which to conceptualize the trajectory of infant and early child development.\n\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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#F103 \u2013 Case Seminar: Clinical Considerations\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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In this seminar we will read closely Freud\u2019s papers on technique, exploring the fundamental ideas that guide the psychoanalytic encounter. The concepts to be explored include: free association, transference, resistance, repetition compulsion, abstinence, neutrality, and working through. The objective of the course is to develop the candidate\u2019s appreciation and understanding of how these timeless papers are relevant to the practice of psychoanalysis today and to apply these psychoanalytic concepts to their clinical work.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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1st Year \u2013 Spring (Semester II)\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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#S104 \u2013 Introduction to Freud\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Psychoanalysis began with Freud and his groundbreaking vision of the unconscious. In this course, the students will learn how Freud created psychoanalysis as a theory of mind and as a method of treatment. The course will present an introduction to basic yet important ideas in psychoanalysis. Students will learn the concepts of unconscious motivation, drives and their expression, repetition compulsion, resistance, transference, and countertransference. Other themes will include Freud\u2019s topographical and structural theories, dreams and their relationship to unconscious derivatives, metapsychology, symptom formation, conflict, and defense. Students will become acquainted with some of Freud\u2019s most well-known cases. Theory and technique will be consistently examined via ongoing case presentations, case vignettes, and critical engagement with the material.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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#S105 \u2013 Developmental Theory: Latency to Adolescence\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\t\t\tThis course emphasizes the psychoanalytic understanding of the psychic development of the latency period which sets the groundwork for the successful approach, entrance, and passage through the second separation \u2013 individuation process of adolescence. We will untangle the web of conflict (constructive and destructive processes) between parent and child (Attacks on Linking) to provide a corrective emotional experience that builds emotional muscle and a protective shield. This course will draw upon the work of Freud, Winnicott, Blos, Fonagy, Ferenczi, and Howell. \n\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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#S106 \u2013 Case Seminar: Clinical and Ethical Considerations.\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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 to 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.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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The New Jersey Institute for Training in Psychoanalysis
121 Cedar Lane, Suite 3-A
Teaneck, NJ 07666<\/p>

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Visit our Admissions page to learn more<\/a><\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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