COURSES

RESEARCH AND WRITING (PT 14)

This class will prepare students to write their final paper. At the end one will have an outline, bibliography and literature review of their chosen topic.

Learning: Students will learn:

  • To be more comfortable with Psychoanalytic writing..
  • By gaining experience translating the psychoanalytic/psychotherapeutic process into words.
  • To conduct research in order to further understanding of one's case or a psychoanalytic dynamic/topic/Theory, the student wishes to study.

Reading: |Suzi Naiburg: Structure and Spontaneity in Clinical Prose: A writer's guide for psychoanalysts and psychotherapists
|Laquercia: A Psychoanalytic Research Perspective for the Institute Candidate |Ethics of Publishing

Instructor: Robert Brill, LCSW, NCPsyA, MDiv
Starts: Friday, September 22 2017, 12:30pm-2:00pm MT, 2:30pm-4:00pm ET Information: 502 583 9526 or brillrs@gmail.com

PT 23 $290

ETHICS IN PSYCHOANALYTIC PRACTICE (PT 13)

What is good? How can we be certain that our decisions are ethical when there are so many conflicting claims as what constitutes right action? Is it one's intent, or the outcome of one's doing? Is morality even a totally conscious affair, or is our judgement influenced by unconscious internal and external factors outside of the rational mind, if there even is such a thing? What role does culture play in choosing the right path, and does that mean that right and wrong are relative? And where does one choose to situate oneself in the I-Thou relationship, and why?

Learning: We will study the main theories of right action in both Western and Eastern philosophies to see how these questions have been approached. Idealistic theories offer principles that promise universal formulae for knowing right actions, such as Lao Tse and Imanuel Kant, whereas pragmatic theorists, mindful of the complexities involving a morality for everyone, suggest more individualized and situational approaches aimed at maximizing the total quantity of good created for the most amount of people. Class will also examine the notion of prescriptive moralities such as Confucianism as contrasted with empathy based ethics, and think about which one is easier to follow, and how the functioning of systems one and two enter into the ethical discourse. Do males and females have different ethics? Carol Gilligan makes a convincing case.

Reading: all readings are articles provided here |Ethics: Overview |Practical Ethics |Tainted Ethics |Ethics of Care |A Paradox

Psychoanalysis has its own complex take on ethics that addresses the stance of the analyst when faced with the subject of truth, either within us or the the other. Who are we beholden to, whose interests do we foster in our selections of what we say to patients and how does our countertransference get in the way of their ability to engage in total honesty? What is the ethic of uncompromising psychoanalysis?

Learning: We will look at the different positions a therapist can assume regarding knowledge and power, given that patients come to us in a weakened position and therapists, being human, want to alleviate suffering as soon as possible, even if that prolongs it in the long run. Our work requires a total decentering from what we know, like, want and believe so as to provide a space for the other to emerge. What does that mean for our own self, and how do we do justice to ourselves and our patients both?

Reading: |Lacan |Fink |Authoritarian vs Psychoanalytic | |

Unfortunately no encounter with a patient can be a pure I-Thou experience since we practice in a system that involves family, insurance and money, the mental health system and sometimes even government. Based on the ethical positions studied we will examine the options that therapists have as well as the dangers lurking in the unconscious compliance with unspoken ethical assumptions.

Learning:We will look at the ethics codes for the various professions students belong to, as well as that of NAAP and evaluate how they address the issues we have identified previously. What happens when there is conflict between what authority demands and the needs of the patient

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

Ethical awareness is strongly cultural in nature, for us and our patients. There are major seemingly exclusive positions on the nature of humans, and what is good for them and society. What happens when we are in a bind between honoring our patients' values and our own? An example are the differing ideas on what our Western culture calls domestic violence. And the spectrum of societal governance values from comunal socialistic to anarchic libertarian is wide. Can one even analyze someone without a working knowledge of the symbolic order that founds their existence? And if our job is to bear witness to whatever the other's experience, how do we create in ourselves a space open to sometimes alien difference?

Learning: Remembering Lacan's dictum that the resistances of the patients are really also our own, we will focus on specific cases of class members that can make our concepts real. It will be a bit surprising just how many potential ethical decision making points happen during treatment, sometimes multiple times a session.

Reading: | | | |

Healers have certain obligations to take care of themselves in order not be a danger to patients. Just as surgeons accumulate a certain amount of germy crud on their hands, those who work with the mind also accrue emotional aggravations from work and the rest of life that need caring for, lest they rub off on patients. Self care is as necessary as hand washing and scrubbing. Therapists are often in an ethical bind between duty to self and others, one of the many issues that involve one of ethics' linchpins: boundaries.

Learning: We will unpack the different motivations that may keep one from a healthy balance between self and others, from countertransference issues to ethical demands from inside and out. What are our personal ideals, internal demands from others and affective urges towards certain actions that just feel right because one of our emotional circuits got triggered? What is a healthy mental space for us at work?

Reading: | | | |

Instructor: Jan Middeldorf, PsyD,
Starts: Wednesday, September 13, 2017 11:30AM-1:00PM MT
Meets: By teleconference. Students will receive call-in instructions following registration.
Information: 505 296 6508 or jmiddel@pipeline.com

PT11 $290

CLASS SUPERVISION (PT 111/211)

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 hstilman@pipeline.com

PT 111/211 $290

INFORMATION

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.

CONFERENCE

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.

EDUCATIONAL OBJECTIVES:

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.

SUGGESTED READINGS:

  • 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