Adult Program in Psychoanalysis Curriculum

Clinical supervision and personal analysis help candidates in a variety of ways, including enhancing appreciation of how analysts’ subjective experiences inform their work. In addition to personal analysis and supervision, the curriculum provides a knowledge base that serves as a compass in conducting the challenging and exciting work of psychoanalysis.

The primary goal of our curriculum is to help candidates develop a deep understanding of contemporary psychoanalytic theory and technique in order to practice psychoanalysis independently after the completion of their training.

Additionally, as more psychoanalysts now work in a variety of settings, the aim is also to prepare candidates for roles as scholars, educators, supervisors, and mentors in the mental health and medical communities, as well as in the wider social and business worlds.

The PANY curriculum reflects our concept of psychoanalysis as an evolving theory and practice. As such, contemporary psychoanalysis as well as its historical development are studied. This strong foundation in both historical and modern approaches encourages candidates to grapple with current controversies and alternate theories. Our theory sequence includes Freud’s topographic and structural models, ego psychology and modern conflict theory, Kleinian theory and British object relations (including the contemporary Kleinians), American relational theory, self-psychology, and attachment theory. In short, the PANY curriculum provides a comprehensive history of psychoanalytic thought to our candidates.

The curriculum is overseen by two committees. One is tasked with curricular content: maintaining breadth and cohesion, while keeping the curriculum contemporary and open. The second committee works on execution: engaging candidates in real time, soliciting their feedback about the learning experience in the middle and at the end of each course, through all four years of training, and allowing instructors to make as-needed adjustments.

The PANY curriculum’s exceptional structure differentiates it from many others; other institutes have requested our input for their own curricula. Its conceptual structure assumes that any comprehensive psychoanalytic theory must include a model of the mind, a model of development, and a model of technique that emerges from assumptions about mind and development. We offer four years of seminars along these three tracks: theory courses, development courses, and technique courses. These tracks interweave with a series of continuous case seminars as well as a series of special topics (e.g., psychoanalysis and technology, the use of medication, neurobiology and psychoanalysis). Finally, a writing sequence is included to help candidates enhance their ability to present their work orally and in written form.

The faculty of the Institute at the Psychoanalytic Association of New York conducts ongoing efforts to assess and revise the curriculum to ensure that our candidates learn to think about psychoanalysis as an evolving body of ideas and become familiar with the full span and depth of psychoanalytic thought. We strive to help candidates become practicing analysts and sophisticated analytic thinkers who will integrate what they have learned and thoughtfully adapt their techniques to address their patients’ needs in our rapidly changing world.

Download the Adult Program in Psychoanalysis Curriculum (.pdf)

1st year:
Theory I: Overview of Psychoanalytic Theories
Theory 2: Freud's First Model of the Mind (“topographic model,” 1893-1911)
Theory 3: Freud's Transitional Period (1911-1923)

2nd year:
Theory 4: Freud's Final Model of the Mind (“structural model,” 1923 ff.)    
Theory 5:  Elaboration and Evolution of Freudian Theory I (“ego psychology,” 1935-1962)
Freud, Hartmann, Kris, Lowenstein, Waelder, Gill’s topography monograph (1963), Arlow & Brenner (1964)
Theory 6: Elaboration and Evolution of Freudian Theory II (1960-present) 
Jacobson, Loewald, Arlow (1969), Brenner (1976, 1982, 1994, 2000, 2002)

3rd year:
Theory 7: Kleinian Theory and British Object Relations (including contemporary Kleinians)
Theory 8: Theories of the Self

4th year:

1st year:
Development 1: The mind of the child
Development 2: The pre-school child

2nd year:
Development 3: The school-age child
Development 4: Adolescence

3rd year:
Development 5: Developmental models

1st year:

Technique 1: Introduction to technique transference, countertransference, therapeutic alliance, resistance, unconscious fantasy (wishes, defense, compromise formation), intervention (interpretation, clarification, reconstruction), psychotherapy vs. psychoanalysis, analytic attitude (free-floating attention, neutrality, abstinence), free association, therapeutic action, enactment / acting out, working through.
Technique 2: Conducting a psychoanalytic consultation 
Technique 3: Psychoanalytic listening
Technique 4: Deepening the treatment

2nd year:

Technique 5: Frame issues in analytic work especially those framework issues pertinent to control cases, e.g., supervision, reduced fee, etc.
Technique 6: Developing a psychoanalytic practice
Technique 7: Effects of theory on technique

3rd year:

Technique 8: Contemporary views of process

5th year:

Technique 9: Termination

Continuous Case Sequence: includes theoretical constructs to be taken up in each continuous case seminar

1st year:

Continuous case 1: theory courses in trimester: topographic model and Freud’s transition period
-Relevant constructs: pathological narcissism, identification, sadism/masochism, pathological mourning (depression)

2nd year:

Continuous case 2: theory courses in trimester: structural model
-Relevant constructs: nature of trauma, repetition compulsion, mourning as related to ego development, negative therapeutic reaction, id anxiety vs. ego anxiety. Also, defense analysis, anxiety as a signal, unconscious fantasy, compromise formation, moral masochism
Continuous case 3: theory course in trimester: structural model of Freudian theory I and II
-Relevant constructs: unconscious fantasy and compromise formation

3rd year:

Continuous case 4: theory course in trimester: British Object Relations
-Relevant constructs: phantasy vs. fantasy, splitting vs. repression, pre-verbal psychic life, projective identification vs. projection, envy

Continuous case 5: theory course in trimester: theories of the self
-Relevant constructs: self-object, mirror and idealizing transferences, ideal and grandiose self, empathic -failure and repair, disintegration products

4th year:

Continuous case 6
Continuous case 7
Continuous case 8

1st year:
Writing a consultation report

2nd year:
Writing an annual case report

Freud’s cases 
Ethics
The use of medication in psychoanalysis
Dreams
Depression
The clinical use of conscious and unconscious fantasy
Psychoanalysis and philosophy of mind
Introduction to research in psychoanalysis
Psychoanalysis and neurobiology
Sex and gender
Differences in the Dyad
Psychoanalysis and Technology

Please note: This is a 1-year program intended to further knowledge of psychoanalytic theory and technique, and offer a bridge to psychoanalytic training. Click here to learn more.

Duration: 33 Hours total - 25 Classes 

Time Frame: Saturdays, 11:30AM - 12:50PM

Start Date: TBD 

Location and Learning Format: The course is a mix of ten in person classes, and fifteen virtual classes. The class schedule and designation of class dates as either in person or virtual will be announced prior to course start date. In person classes will take place at 1 Park Avenue. 

Curriculum: The syllabus includes readings on deepening treatment and distinguishing between supportive and psychoanalytic psychotherapy. Clinical case presentations focus on resistance, transference and countertransference in intensive psychotherapy. Classes will address contemporary issues in psychoanalysis relevant to diverse patients seen in community settings and in private practice.