In this class each student closely follows one single case, with close attention to the session to session dialogue. The goal is for the students to learn to formulate hypotheses about the meaning of the patient’s speech, based on all the psychoanalytic theories learned in the courses they have taken.

In addition to the theoretical understanding, students also will refine their listening skills, using feedback and associations from classmates and instructor whose own listening to the case can expand the presenter’s awareness of the polyvalent nature of words, syntaxes etc in what patients say.

Learning: Students will:

  • Learn to attend to the details of a session, be they verbal, emotional, coming from the patient or from within the therapist.
  • Be able to apply different theoretical perspectives to the case, conceptualizing both the short term fluctuations of the session and the implications for the overall understanding of the patient's life.
  • Obtain a good basis for describing the case that the student will use for the final case presentation.

Reading: |

Instructor: Pamela Armstrong-Manchester, MA, LP, NCPsyA
Starts: Tuesday, February 20 2018, 8:30AM-10:00AM MST, 10:30-12:00AM, EST Information: 203-912-3321 or

PT 22 $290


How does the mind form into an integrated self during normal development, and what kind of structures need to form and be activated, that can work together to give rise to a mind able to navigate life's demands? What role do the seven affective circuits play in this process?

Learning: We will study the main theories of mental structure formation, from early French writers like Bernheim and Janet, through Freud's models to Ego Psychological descriptions of psychological functions and current neuroscientific systems of mind.

Early trauma and suboptimal environments interfere with the development of mental structures in different ways, depending on a child's temperament and the nature of the impingements. What types of structure, and to what degree, need to either be broken or fail to develop, for psychotic states or downright psychosis to ensue?

Learning: We will look at the different tasks humans must master at different times, the corresponding brain circuits involved and the experiences that happen when and when not, those tasks can be accomplished. We will relate basic psychotic states to the interplay of tasks that failed to unfold, that were there and got broken, or that developed in a distorted manner. In this light we will look at positive and negative symptomatology.

No matter how dire the state of psychological disarray is, a person will always try desperately to find a solution, attempting to reach a state of minimal possible pain. The patient uses their creative faculties to make meaning, sign of their vitality and our ally in healing.

Learning:We will examine many examples of psychotic symptoms, with an eye on their integrational function, and appreciating them also as expressions of direct traumatic memories. This part of the course will focus on cases, our own as well as ones from history, and will put the theory into the practice of seeing the method in the madness.

Reading: Please download the code for your profession in your jurisdiction. |NAAP Code of Ethics

All this knowledge finally has to be put to use and applied to patients. The brain is incredibly plastic, the basic affective circuits are always present, even if temporarily stunted or disassociated, and the reduction of pain is a powerful motivator. The desire to communicate is ineradicable, and we .can learn the needed language.

Learning: In this part we will learn the techniques that have been found effective to repair the psychotic mind. Using the patient's own motivational trajectory we join with the suffering psyche, allowing it to have a non painful experience of relationship. This is a self reinforcing process, thanks to the release of pleasurable chemicals in the brain, and the source of an attachment that will make possible a reconstruction of the brain that allows for the greatest possible self realization.

Working with psychotic states influences the therapist deeply, as our minds adapt to them and work hard at processing the induced reactions, which are often only partially conscious.

Learning: Analysis of our countertransference reactions is part and parcel of doing this work. We will examine how these occur, what the mechanisms of induction are and how they relate to our own psychic fractures.

Reading: all readings are articles provided here |Bion |Mourning in Psychosis |Rosenfeld |Fenichel |A Paradox

Instructor: Jan Middeldorf, PsyD,
Starts: Wednesday, January 17, 2018 11:30AM-1:00PM MT
Meets: By teleconference. Students will receive call-in instructions following registration.
Information: 505 296 6508 or

PT11 $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: Jeff Romer, PhD,
Starts: Friday, September 22, 2017, 1:00pm-2:30pm ET/11:00am-12:30pm MT
Meets: By teleconference. Students will receive call-in instructions following registration.
Information: 505 296 5861 or

PT 111/211 $290


To obtain credit for this class, students must: pay the course tuition, submit 15 class logs, 1 course evaluation log and 1 self-evaluation log submitted to the instructor no more than 30 days after the end of class, and have no more than two absences per semester (lateness over 15 minutes is considered an absence).

We use Logs in lieu of written examinations and papers to help foster communication between candidates and faculty. Students can write about their thoughts, feelings and impressions of each class in the Class Logss. Course Evaluation Logs address the students' experience of the course and the instructor. The Self Evaluation Logs express the reactions to the class in terms of self realization and growth.

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.


Affect: the Universal Language of Trauma: Healing Patients from the Core Out
Presented by: Jan Middeldorf, PsyD

June 3, 2017, from 10:00am to 5:00pm

Patients come because their affect is off, unpleasant, painful. They express this in many ways, from withdrawal to violence, that reflect their best attempt to regulate out of control feelings. We are confronted with a myriad of complaints, often bewildering in their complexity and contradictions, with ruptured social networks and self harming acts.

All of this confusion becomes easier to understand once one can figure out the underlying affective forces that are both being expressed, and defended against, in the symptoms and narratives. Trauma both creates intense emotions and prevents their resolution, so they become buried in body and mind as powerful, yet unconscious determinants of our behavior, of the stories we tell ourselves and even of our very perceptions of ‘reality’.

We must realize that affect pushes from physiological levels far deeper than our conscious awareness, and it will persist until it can be accepted and healed. It is the basis for the repetition compulsion of patients who seem at odds with themselves and the world and constantly refind themselves in hurtful and retraumatizing interactions. No amount of reason has any impact, the will is powerless and trying to access traumatized people through cortical functioning is exhausting and unpleasurable.

We will show how to interact with patients in ways that from the vey beginning aim at soothing and defusing the limbic system. Diminishing the affective pressure reduces dissociation, impulsivity and allows for symbolic processes to develop as the executive function finds space to breathe and grow new circuitry. As the layers of unconscious affective associations become clear, old ways of living can give way to positive relationships.

Following the patients’ affective needs is rewarding for both therapist and patient because it is felt as an organic process that addresses the real issues rather than chasing symptoms and perseverating narratives. Humans naturally tend towards healing both self and other when free of the psychic distortions of traumatizing speech and actions and so the healing process follows a natural organic progression.


Participants will be able to:

  • Describe the 7 circuits and the relationship between their biochemistry and felt affect. .
  • Explain the way different circuits can fuel similar symptoms.
  • Demonstrate ability to diagnose based on affective structures.
  • Think of interventions based on the current state of patients’ affective state.
  • Decode the affect underlying the narrative based on empathy and countertransference.


  • Panksepp, J. 2012. Archaeology of the Mind. New York: Norton.
  • Cozzolino, L. 2010. The Neuroscience of Psychotherapy. New York: Norton.
  • Kahneman, D. 2011. Thinking Fast and Slow. New York: Farrar Straus Giroux.
  • 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