Our Education and Training

Adult Program in Psychoanalysis Curriculum

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.

  • Overview

    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)

  • Theory Sequence

    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:

    Theory 9:  Relational Theories
    Ferenczi, Interpersonal theorists (Sullivan, Levenson), Relational theorists (Mitchell, Davies, Benjamin, Bromberg, Renik), Intersubjectivist theorists (Hoffman, Stolorow)

    Theory 10: Cross-Comparison of Theories
    Counter-transference, resistance, therapeutic action, conflict (The goal is to investigate how different theories handle problems common to the work of psychoanalysis even if those problems are differently named, appear in different guises, or are explicitly disavowed.)

  • Developmental Sequence

    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

  • Technique Sequence

    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

    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

  • Writing Sequence

    1st year:
    Writing a consultation report

    2nd year:
    Writing an annual case report

  • Special Topics

    Freud’s cases 
    The use of medication in psychoanalysis
    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

  • Bridge-Intensive

    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.

Psychoanalytic Association of New York
NYU Department of Psychiatry
One Park Avenue, 8th Floor
New York, NY 10016

Telephone: 646-754-4870
Fax: 646-754-9540
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.


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