Upcoming courses 2018-2019JC

Lacan, the Man and his Thought (PT 9)

Lacan produced more original ideas than any other psychoanalyst except for Freud and Jung. His mind was a veritable cauldron of brilliant insights and an unspoken turmoil, which forced him to recast psychoanalysis in light of the precarious nature of the self, the power of the unconscious and the many ways our culture makes us who we are.

We will examine Lacan's insights by viewing them as a method he was using to make sense of his own internal dilemmas: understanding Lacan through Lacan. This will allow us to obtain an empathic understanding of his seemingly abstruse and "difficult" theories, and see how these apply to us and all of our relationships.

At the the end of this course students will be able to conceptualize human experiences of self and patients in terms of Lacan's ideas, and know how to formulate interventions that incorporate these insights in a practice aimed at freeing patients from the tyranny of what was done to them.

Classes 1-3: Psychoanalysis at Lacan's Beginnings, his Early Life and the Mirror Stage

Learning: Students will be able to describe the state of psychoanalytic theory and practice, with particular attention to the Anna Freud/Melanie Klein polarity and the socio-psychological reasons for the predominance of adaptational ego psychology in the United States. They will also understand the philosophical atmosphere in 1950's France and the socio-economic concerns of the merchant class from which Lacan came.

Learning: Students will learn about Lacan's early life, and his relationships with parents and siblings. Using reports from colleagues and lovers we will get a feeling for what drove Lacan, of his interactions with the many others he knew and how he lived as a real person. We will see that how he moved his body in the world was similar in style to how his thoughts constantly pursued the knowledge of an ever elusive subject.

Learning: Students will become familiar with the Mirror Stage and the importance of the image of self and others in the constitution of the 'me'. We will see how the notion of a whole, complete self is forever unobtainable, and how the child forms an ideal-me as an elusive unifying principal. This inability to be whole creates a tension, ambivalence in the child, generating both intense love for the ideal and hatred at its unreachability.

Classes 4-6: Language, the Law and the No

Learning: Students will learn how language works and that meaning can never be fully determined, as it only exists within some chain of other meanings it is associated with. Thus the parents' speech to and about the child is only partially understandable to it, creating perplexity as to what they want. This 'discourse of the other' enters the child's mind subliminally, structuring its unconscious like a language. Students will also understand the role speech has in alienating the child from any unmediated experience of their world, and the significance of Hegel's saying "the word is the death of the thing".

Learning: Students will learn of the dual role parents have, to both allow full attachment and to encourage separation. We will see how the failure to separate prevents a mental structure based on lawfulness and language from forming, leading to psychosis. Students will examine Lacan's first ideas of psychosis using his reading of Freud's case of Schreber and understand the essential need for parents to give the child the space to exist on its own terms.

Learning: Students will learn of the three basic modalities, registers, of experience, the Real, Imaginary and Symbolic, and be able to identify their own experiences in this way. We will cover Lacan's second theory of psychosis using the subject's relationship to these ways of perceiving the world. We will examine the effects of trauma on the registers, and their role in "psychosomatic" symptoms.

Classes 7-9: Lack and Desire: the Subject

Learning: Students will learn about the 'lack', the fact that something is always absent, missing in any non psychotic subject, and how that gives rise to desire which keeps moving us forward. And it's not just our desire that affects us, but that of the other, whose love we want and whose lack we seek to fill. We will learn about how our patients experience this alienation of desire, and the need for many to tease out what their own true self might look like, and come to terms with knowing that becoming oneself is an ongoing process.

Learning: Students will use these concepts to learn Lacan's diagnostic system and the basic difference between psychosis and the neuroses, phobias and perversions. We will address the core concerns that motivate neurosis: approach with hysterics and avoidance with the obsessionals, love and hate. This understanding will allow us study the kind of interventions that repair these basic structures and balance the need for closeness with that for individuation.

Learning: We will examine Lacan's ethical stance as an analyst who may not inflict their own desire on the patient. If we are to free a person from the oppressive desire of others, and their identification with them, we must position ourselves as not knowing the truth, only the patient knows their real desire. Students will learn Hegel's idea of the master-slave discourse, and how Lacan created a schema of four possible relationships we have with knowledge, that of master, professor, hysteric and analyst.

Classes 10-12: Knots and Sanity

Learning: Using the four discourses we will examine Lacan's personal struggle to acquire and transmit knowledge, and how his speaking changes with increased use of language puns and tricks and how he becomes interested in tying knots. Students will learn the concept of the Borromean knot, where three rings are linked such that severing one connection undoes the whole thing. They will understand the need of something that keeps the experience of the three registers tied together so one does not psychically disintegrate into psychosis.

Learning:Becoming fascinated with the writing of James Joyce, he figures out that the act of writing was a way to keep Joyce from going mad. Students will realize how the 'sinthome' is an integrating function of our psyche, and that it has a structure dictated by abilities and the cultural environment. We will learn to recognize our own sinthomes and those of our patients.

Learning: Students will learn to pull together Lacan's teachings by analyzing cases based on where the patient is in terms of their relationship with language, the Law, alienation and separation, their diagnosis, identifications, the nature of their sinthome and much more.

Classes 13-15: Lacanian Offspring: Verhaeghe and Dolto

Learning: Students will learn how some Lacanians became intrigued with the insistant push of the somatic Real in patients who are not psychotic, yet experience their bodily pain as being devoid of words or images. We will study the work of Paul Verhaeghe and his re-introduction of Freud's concept of actual/traumatic neurosis, addressing the impact of trauma on symbolization, and therefore on a person's ability to consciously process rather than experience trauma in the body.

Learning:Students will learn how to work with patients who do not have the words to speak their trauma. Especially what to listen for and how to amplify the most fleeting allusions to the pain so as to create a new symbolic network able to lift awareness out of the body and into speech. Students will review cases at all levels of psychic dysfunction from Lacanian authors to obtain an affinity for these methods.

Learning: Students will learn of the work of Francois Dolto, a lifelong friend of Lacan's and the down to earth, practical foil to his manic brilliance. She sees the role of parents as providing the space for the child to develop their own selves, which includes talking to children in adult language, thus grounding them firmly in the symbolic order. We will understand the difference between being brought up as a "trained monkey" and being treated in a way that allows a three year old to confidently walk to school with her peers, in Paris. Students will learn her insights into the child as a body that seeks to communicate and make sense of things before words, and that needs physical responses of understanding.

READINGS: all readings are articles provided here
Evans: Lacanian Dictionary

Seminar 6
Evans: Lacanian Dictionary
Evans: Lacanian Dictionary
Evans: Lacanian Dictionary
Evans: Lacanian Dictionary
Evans: Lacanian Dictionary
Evans: Lacanian Dictionary

Instructor: Jan Middeldorf, PsyD,
Starts: Wednesday, September 18, 2019 11:30AM-1:00PM MT
Meets: By teleconference. Students will receive call-in instructions following registration.
Information: 505 296 6508 or

PT24 $290


A major revolution took place in psychoanalysis when clinicians turned their focus from the purely sexual focus of Freud to the idea that being connected to to others has importance way beyond just mating. First the school of object relations insisted on the primacy of the maternal bond over the child's protosexuality, then attachment theory went on to prove this point through animal studies and infant observation.

This course will examine the key writings and development historically, concerning object relations and attachment theories. Two texts include the key writings or comments on the historical significance of their contribution to the coming together of the object relations and attachment movements. Candidates will be asked to read the materials and be prepared to look at their historical context and impact on the psychoanalytic movement. Further still, we may examine how these documents sit with us at our practice of psychoanalysis, as well.

Classes 1-3: Origins of object relationships (historically)

Learning: Students will be able to describe motivation from one or more psychoanalytic perspectives

Learning: Students will understand the the interaction of affects and psychopathology.

Learning:Students will be know how to respect the patients social environmental and intrapsychic realities.

Classes 4-6: Object relations relationship to development and it’s psychoanalytic understanding.

Learning:Students will learn to understand the lifespan development (historically

Learning:Students be able to describe development from one or more psychoanalytic perspectives

Learning:Students will learn the value of illusion and transitional phenomena

Classes 7-9: Further development of object relations

Learning: Students will understand core concepts of psychoanalysis according to one or more theoretical orientations

Learning:Students will understand how object relations are developed.

Learning: We wil understand how affects influence transference

Classes 10-12: Other sources (historically) that add to the Object relations story

Learning: Students will understand psychoanalytic assessment and employ a range of psychoanalytic interventions.

Learning: Students will understand therapeutic action from one or more psychoanalytic perspectives

Learning: Students will understand the role of the mother and it’s importance in the developmental picture of the client

Classes 13-15: The story of how attachment theory and psychoanalysis mutually influence one another

Learning: Students will learn to work with patients' internal and external realities.

Learning: Students will learn to understand psychopathology From one or more psychoanalytic perspectives

Learning: They will learn to identify the commonalities between psychoanalysis and attachment theory.

Reading: |Peter Buckley (1986): Essential Papers on Object Relations. NYU Press
|Peter Fonagy (2001) Attachment Theory and Psychoanalysis. Other Press

Instructor: Bob Brill, MSW, NCPsyA
Starts: Friday, September 21 at 2:30 PM EDT/12:30MDT Information: 502-645-5376 or Bob Brill

PT 3 $290


This class will introduce students to the principles of modern psychoanalysis, both in theory and practice. We will examine different transferences, counter-transferences, and how patients induce feeling in us. We will look at what interventions are useful in resolving resistances, especially in the case of highly traumatized and therefore 'difficult' people. Part of the focus will be on the role of the destructive drives in psychopatholgy. We will also learn how to deal with the stress of working with such patients and how to keep ourselves from burning out or developing reactions that could negatively impact our own lives.

PT 111 & PT 211 are limited to four students and are part of Modern Analytic training, and should not in any way be construed as licensable and licensed supervision for the purpose of fulfilling State or insurance requirements!

Instructor: Kathy MacLeay, PhD,
Starts: Friday, October ??, 2018, 8:00pm-9:30pm PT/9:00am-10:30pm MT/11:00-12:30 ET
Meets: By teleconference. Students will receive call-in instructions following registration.
Information: 818-825-3908 or

PT 111/211 $290

In order for faculty to arrange their schedules, we request the courtesy of an RSVP for classes at least two weeks before the beginning of the semester. Of course anyone is welcome at any time! To register for a course, tuition payments must be current by that time. Any other payment arrangements must be made with the Director before classes begin.

Individual class $25

Refund Policy

A full refund will be given to students who drop out before the second class. If the student drops out between the 2nd and the 5th class, the refund is 75%, no refund is given after the 5th class.

Curriculum for 2018-2019

Fall 2018

Neuroscience-Neurobiology: The Foundations of Psychoanalysis (PT 12)
Instructor: TBA
PT 24: Child and Family Analysis
Instructor: Jan Middeldorf, PsyD co-teaching with:

Winter 2019

PT 18: Analysis of Resistance
Instructor: TBA
PT 9: Lacan
Instructor: Jan Middeldorf, PsyD

Fall 2019

PT 3: Attachment Theory and Object Relations
Instructor: TBA
PT 8:Modern Psychoanalysis I

Offered every semester

PT 111 Supervision Class
Instructors: Kathy Mcleay PhD, Jeff Romer, PhD, Helene Stilman, PsyD, Pamela Armstrong Manchester, MA


Psychoanalytic Work with Neurodivergent People
their Families and Environments
Presented by: Jan Middeldorf, PsyD and Leighton Reynolds, PhD

June 8, 2019, from 10:00am to 5:00pm

Our brains are unique and multidimensional and some of us innately have aspects of our functioning that differ greatly from average. This necessitates some unconventional adaptations that can be incomprehensible and upsetting to parents and schools. We will talk about people with autism, attention issues and learning difficulties. Some folks acquire neurodivergence through physical brain trauma, and are faced with a new, unfamiliar experience of how it feels to be themselves.

We will explain the brain circuits involved in the different types of neurodivergence (ND), examine their evolutionary purpose, and how it feels to have those networks function both in the average range, as well as way above or below. Then we’ll see how these highs and lows, and the the environmental responses to them, impact the limbic system, causing strong reactions of fear, pain and thus anger, and how the whole nervous system must react to compensate. We will also illustrate the neuro-chemical disruptions following brain trauma and how this is subjectively experienced and reacted to.

The essence of psychoanalytic work is understanding the inner world of the other, so using the voices of ND folks, we will describe their experiences and behaviors, not as troublesome symptoms to be gotten rid of, but rather as adaptive response to relatable states of mind. When we listen and explore what we see and hear, it turns out that the seemingly strangest behavior and speech have a specific purpose: either to improve brain functioning in the moment or to communicate with others. And when we learn the person’s ‘language’, we can relate in ways that are supportive, helpful and healing.

ND people live in social systems, which may or may not provide a favorable environment. In order to help them we have to know how to join in with the family or school, and facilitate empathy and understanding. We will talk about the most effective ways to resolve resistances to differences and to create a positive learning experience for all concerned.

The ever plastic brain also grows from being exercised through movement, games and other neurologically challenging activities, that add helpful wiring and connections. Struggling nervous systems also benefit from nutrients and substances such as oxytocin and cannabinoids that help with inflammation, cellular support, clean up and repair, neurotransmitter balancing, and the overactive stress response.


Participants will be able to:

  • Explain the neurobiological structures and dynamics involved in different types of neurodiversity. .
  • Describe subjective experiences associated with these diverse ways of brain functioning.
  • Understand the functional nature of behaviors that fall outside the norms.
  • Learn the language of the neurodivergent person and be able to translate it to their family and environment.
  • Devise ways to address the person’s inadequate regulation of the limbic/emotional system.
  • Address the concerns of families and social systems in ways that foster understanding and acceptance.


  • Grandin, T. 1995. Thinking in Pictures. New York: Doubleday.
  • Grandin, T. 2005. Animals in Translation. New York: Scribner
  • Amen, D. 2013. Healing ADD. New York: Berkley.
  • Shore, A. 1952. The Effects of Early Relational Trauma on Right Brain Development, Affect Regulation, and Infant Mental Health. Infant Mental Health Journal, 2001, 22, 201-269.

6 continuing education credits for Counselors and Social Workers

Sheraton Uptown, 2600 Louisiana Blvd.NE, Albuquerque, NM 87110 505-881-0000

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Conference $165 (includes sit down hot lunch)

Conference $150.00 (SWBHIPA members only) (includes sit down hot lunch)

OR, pay here if you want to attend the conference as part of a CCMPS one credit conference call class. This class offers another 4.5 CE credits, for Counselors and Social Workers.

Half Class: $175 and the $30 registration fee = $205

Connect: ☎ 505 296 6508 @ CCMPS FB