Past. Course. Descriptions
Curriculum currently being reformulated.
PT1- Human Development I (Conception to Latency)
PT1 Human Development I (Conception to Latency)
Students will learn the neurological, affective and cognitive unfolding of the child, from in utero twin relationships to the consolidation period of latency. We will examine how the environment can contribute to, or foil, the maturation of the seven affective circuits, and what long term psychological and physiological consequences arise from suboptimal experiences. A main focus will be on the evolution of the self, and its methods of coping with the demands of the drives and of the culture, especially the family. This self is embedded in a world of messages, verbal or not, that shape it and set the boundaries of what can be experienced and done, and how. We will see how mental suffering is always the result of the interplay of what a child is capable of, and the traumatizing interaction with an incompetent, hostile or otherwise disturbed environment.
PT2- Human Development II (Adolescence to End of Life)
PT2 Human Development II (Adolescence to End of Life)
Students will study the demands made on adolescents by their newly blossoming sexuality and the desire to form adult relationships in light of their previous attachment history. We will look at the cultural history of adolescence and see how the tasks required in a newly industrialized world have changed the natural course of biological drives, and how that can both promote the human’s ability to achieve great societal progress, and create conflict with the drives. We will study the demands of adulthood, and how growing up can fail, if a self does not have a successful integration of both mental, cortical functioning, and emotional, limbic system activity. Our focus will turn to the challenges of aging, the need for meaning and active engagement with one’s surroundings, and the confrontation with the finitude of life and the losses that mortality implies.
PT3- Attachment Theory and Object Relations
PT3 Attachment Theory and Object Relations
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.
Students will learn of the basic hardwired need to attach, and how this is mediated by the Care and Panic Grief circuits, using examples from ethology, and comparing different species and their attachment behaviors. We will examine how the mind forms patterns of relationships based on the nature of the caregivers, and how the need for attachment will influence every relationship with self-objects, animate or not. Psychopathology will be understood as an issue with relationships that are traumatizing and that strongly activate the Panic Grief, Fear and Rage circuits to the detriment of positive experiences with one’s world.
PT4 - Culture: Development and Assumptions
PT4 Culture and Psychoanalysis
Psychoanalytic way of investigation provides us with a unique tool to examine unconscious assumptions that are operative in every culture. This shared reality that often goes unquestioned, defines how we understand mental illness, race, gender, class and politics. In this course we will examine the interplay between our subjective and collective realities, deconstruct cultural assumptions and question what we might accept as given. Simultaneously, we will examine the almost imperceptible ways culture influences psychoanalytic theory and practice.
PT5 - Freud and the Discovery of the Mind
PT5 Freud and the Discovery of the Mind
This course looks at Freud’s discoveries and how it influenced his theory of the mind and his use/invention of psychoanalysis to explore and treat a human being. Students will understand the climate of research going on around mental illness, especially hysteria, in France before Freud went there to study. The work on hypnosis and suggestibility by Charcot, Janet and Bernheim will be examined in light of what Freud took from it, and what he left out as he consolidated his theories of infantile sexuality as the basis of neurosis. We will illustrate the development of his theories of mental structure, his turning away from the seduction theory and his ultimate pessimism in the face of the notion of the inevitability of the death drive. Students will become fluent in the mechanisms of the mind, such as defenses, complexes, the transformations of drives amongst others.
PT6 - Drive Theory and the Nature of the Unconscious
PT6 Drive Theory and the Nature of the Unconscious
Students will learn a modern version of drive theory, based on affective neuroscience and will learn the seven circuits describes by Panksepp, as physiological as well as emotional entities. We will see that many problems in psychoanalytic theory can be cleared up when we have more drives to work with, such as differentiating between Lust, romantic love and Care, basic attachment that have totally different anatomical and biochemical pathways. Fear is also different from Panic Grief, and it matters when treating anxiety problems. We will also see that Freud’s mechanisms still apply, no matter which of our passions we are dealing with. The unconscious has its own structure and way of knowing and c reaching conclusions. We will study this primary process as Freud call it, both structurally and regarding its origins, with special emphasis on the elaborations of Klein, Matte-Blanco and Lacan. Students will get a feeling for the intrusions of this primary modality in our dreams, and also in everyday life, through forgettings and failures of conscious intent.
PT7- Trauma Theory and the Nature of the Unconscious
PT7: Trauma Theory and the Nature of the Unconscious
What constitutes trauma? Freud talks about a stimulus barrier, a filter that modulates nervous activity originating both from inner processes and outer events. Ideally this end up being a complex structure of selective inhibitory circuits that modulate input into a harmoniously functioning self. How does this come about, and what role do the physical, emotional and verbal relationships with caregivers play? Relational trauma is different from bodily injury and pain, and is much more significant than any other childhood experience. Assuming good enough parenting, we will show how the self gets constructed through the interplay of inner drives and organizing principles, and outside responses. We will study the neurobiology of secure attachment and the psychology of mentalization especially with regard to the formation of a strong and capable self. This will be the developmental template against which we will define the nature of trauma. Our premise is that mental suffering is the result of traumatic early experiences. Genetic vulnerabilities to stress just make it easier for trauma to be even more damaging, no mind can withstand any degree of hurt. Students will learn the physiology of trauma, how continual and excessive activation of the stress response damages almost every part of the brain and interferes with the development of adequate regulatory mechanisms involving the structure of neuronal networks, the chemical balance of messengers such as serotonin and endogenous opioids, and epigenetic regulation of almost all bodily functions. We will examine the ways in which one copes with trauma, and how this experience often transcends generational boundaries, psychologically and epigenetically. Students will also learn the mechanism of repair, how psychoanalysis and other experiences can reverse the damages and cause the brain to repair and expand it circuitry.
PT8 - Modern Psychoanalysis I
PT8: Modern Psychoanalysis I
Students will learn the history of Modern Psychoanalysis in the context of similar insights into the treatment of psychosis from Bion and Lacan, and the general insights into the formation of the self by Kohut. We will examine the development of the new techniques that proved effective in curing psychotic patients, and understand their neurological underpinnings. Same for Spotnitz’ theory of resistance and its application to all patients at different stages of their analysis. We will ready many cases presented in the first decades of the development of MA, and study our reactions to hearing these interventions applied, and to applying them ourselves.
PT9 - Lacan
PT9 Lacan
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. Students will learn how Lacan developed a series of new concepts that expanded Freud and Jung’s theoretical universes with heuristically very helpful new concepts. From the Mirror Stage to the Sinthome to the role of the Other as wanting from the child and commanding it through speech we will study how the self forms, in large part unconsciously. We’ll understand the three basic ways we experience: the Real, Symbolic, and Imaginary and their applications to psychotic and traumatic states of being. We will study the origins of psychosis as the failure of the instatement of certain boundaries between child and parent which breaks the formation of a stable conceptual framework of consensual reality. One will become familiar with the hysteric-obsessive polarity and how that plays out in relationships, as well as how to treat each type. Students will become familiar with the Four Discourses that define how we organize both our knowledge and relationships and how this relates to our Desire, which always pulls and never satisfies, as it is always desire for something lost and irretrievable.
PT10 - Theories of Mind I (Klein, Bion, Kohut)
PT10: Theories of Mind I (Klein, Bion, Kohut)
We will study the works of three foundational psychoanalytic thinkers who developed radically new ways of looking at how human experience develops, and at the nature and cure of psychopathology. Where Freud focused on drives, for Klein the relationship with, and internalization of, objects is root to the formation of mind. She recognized aggression as the source of most mental suffering, because it can never be felt towards the object without coming back on the self as external persecution. How the child is able to handle rage can lead to either psychotic, paranoid or depressive adaptations. Envy towards objects is another potently destructive force that Klein identifies as source of psychopathology when not balanced by gratitude. Bion created a powerful theory of mind based on how experiences are processed, or not, on an emotional level. But he also believed that the encounter of analyst and patient was based on an emotional understanding that was beyond theory, and aimed solely at the truth of feelings that had not been adequately bound by verbal processing. His interest in the immediate experience of patients is clear from his recommendation that analysts approach each session without memory or desire, as a verbalizing reflection. Kohut discovered that the self is constructed from the mirroring and idealizing responses a child receives from its caregivers (self objects), which create a healthy narcissism which is the basis for resilience and contentment. Indifference, criticism, belittlement and shaming wound the self’s narcissism and force the child to adopt compensatory strategies to assuage the hurting sense of self. Part of the analyst’s task is to be attentive to narcissistic wounds, external or happening in the analysis, and repairing them through acknowledgement and empathy.
Students will learn how these analysts conceived of the mind starting with Klein and her vision of objects, part or whole, formed on top of hardwired predispositions for thought called phantasies, objects which are strongly emotional and can be perceived as beingh either inside or outside. The relationship with these objects is either loving or hateful, in the latter case they can become problematic and the source of pathologies. Bion took her ideas further and studied what happens when the mind is filled and controlled by primitive objects that have not been integrated in the self. Kohut studied this self as being formed by rewarding experiences of being acknowledged and encouraged by significant others. He saw psychopathology as being disorders of narcissism, positive self regard, and was discovering the value of empathic communications at the same time Spotnitz was finding the same effect with psychotics. Matte-Blanco describes a spectrum of knowing from primary to secondary process based on ideas of discrimination and generalization, with the former being higher in conscious task oriented thinking, the latter predominating in unconscious and automatic pre-conscious processing.
PT11 - Theories of the Mind II (Adler, Jung, Existential)
PT11: Psychoanalytic Theories of the Mind II
Students will learn how Adler understood the universal need to feel a sense of autonomy and agency which he called power, and how corrosive to health and happiness the sense of being inferior and under the will of others is. He also realized the importance of social connection, and the need for patients to engage with others as part of their healing. Jung brought to psychoanalysis more original ideas than anyone but Freud and Lacan. We will study the notions of compensatory functions, complexes, psychological types, anima/animus, the persona as our social presentation, individuation as a self in constant evolution, archetypes as hardwired potentials for specific social/relational roles. Existential psychoanalysis addresses our reactions to the trauma of having been cast into life with no satisfaction guarantee and the certainty of death. Students will address the issue of ‘who and what are we ‘and what responsibility can we take for our lives. We will examine the way our potential experience is being limited by our neurosis, and how this creates a vicious cycle.
PT12 - Neuroscience and Psychoanalysis
PT12 Neuroscience and Psychoanalysis
To keep things brief we have only listed the neurological material in our course description. Everything we will learn is intimately applicable to our understanding of human experience. For instance, just as our minds have a fast and a slow way of processing, our synaptic messaging system does too. The Lacanian Imaginary is firmly rooted in kinship selection. Everything we cover in this class will always be understood in terms of its meaning for us psychoanalysts. The goal of this course is to familiarize ourselves with the material, neurological sources of all our psychic reality. The way we are wired determines what we see, how we interpret what we see and how we behave in reaction to it. Knowing the mechanics behind the ever changing intricacy that is our mind, is a core aspect of working with mental suffering, the latter being something we can define with great precision neurologically, and which we can only change using our most sophisticated brain tool: speech. Neuroscience today is at it’s most exciting time ever. We have brain imaging techniques that can see each neuron, synapse, spine and their connections. One can pinpoint exactly where in the hippocampus stem cells birth neurons awaiting use to form new neural pathways. We will also see how mental suffering comes about in terms of brain functions, and why talking is the only activity that can alleviate it at a neuronal level. In 1895 Freud started a “Project for a Scientific Psychology”, which he quickly abandoned realizing that the neurology of the time was insufficient to meet his goal of understanding mental phenomena physiologically. Today this has finally become possible, and this class will show how it works.
PT13 - Ethics in Psychoanalytic Practice
PT13 Ethics in Psychoanalytic Practice
What is right action, and how do we know it? Students will address this question from the following perspectives: theoretical, where we will learn the leading theories of Eastern and Western philosophy from Confucius to Kant, absolutism to pragmatism and the values that sustain them. Then we will look at the psychological perspective: how do we feel about ethical issues, what innate physiological responses influence our sense of right/wrong, and does gender influence our ethical stances as Carol Gilligan suggests. From the psychoanalytic perspective we will ask about the ethics of our stance with patients regarding knowledge and power, and the autonomy of the patient. CCMPS strongly believes that the latter is a most important goal, and students will discuss in depth the experience of taking a position of not knowing in the face of the patient’s demands. Ultimately a cure in psychoanalytic practice has to involve speaking the truth, and we will study how our attitude can facilitate or hinder this process. From a practical perspective students will read and assimilate the ABAP code of ethics and the code of their profession. We will discuss these prescriptions in light of our psychoanalytic goals, using case examples such as confidentiality with minors or reporting laws that could escalate a situation we could easily diffuse.
PT14 - Research and Writing
PT14 Research and Writing
Candidates owe a journal quality paper, written in APA format, between 25 and 30 pages. The paper can be theoretical or clinical, and has to include at least 15 references. You also will have to write a case presentation, where you examine your treatment of a patient, based on a list of psychoanalytic concepts that are essential to the conceptualization of a psychoanalysis. Candidates must subscribe to the PEP-WEB online psychoanalytic library. This gives unlimited access to every major psychoanalytic journal in the English language. This course in research and writing will prepare the candidate for this task. This class will prepare students to research and write their final paper. Using published guides for writing psychoanalytic literature students will practice writing about their area of interest. They will learn how to use the PEP-WEB research database for psychoanalysts to do a literature review using at least 15 relevant articles and produce both the review and an outline for the paper. The class will deal with students’ resistances to writing and classmates will be involved helping each other.
PT15 - Modern Psychoanalysis II
PT15 Modern Psychoanalysis II
This course covers in depth the advanced theory and practice of Modern Psychoanalysis as developed by Hyman Spotnitz M.D. to treat pre oedipal disorders. How to work with transference, resistance, and countertransference will be the focus of discussion. This course will focus on dealing with aggression and destructive behaviors and the use of emotional communication. A continuation of PT 8, students will continue reading case studies and other MA literature, while applying this learning to their cases. We will refine our clinical understanding of the narcissistic/object transferences, of the complementary/concordant counter transferences, of the way in which patients destroy their minds in order to stay unaware of their truth. And of the nature of resistances, why they came about and how they are structured. Students will also deepen their familiarity with the techniques of joining mirroring and reflecting, and to calibrate interventions to either match, under or over-join a patient. We will also reflect on the best ways to explore a patient’s communications in ways that facilitate progressive communication.
PT16 - Psychopathology
PT16 Psychopathology
First students will consider the definitions of mental illness and how they differ across culture and time, so as to acquire a perspective on the relative nature of such evaluations. In this context we will examine from where these determinations originated in terms of social power and interest. Then we shall use the work of Jaspers to understand the experiential meaning of psychiatric terms such as delusion, illusion, hallucination etc. Students will learn to have empathy with patients by understanding their mental world. Using the work of Fenichel and McWilliams we will study the various diagnostic categories using the psychoanalytic framework, and will add many other perspectives from Adler, Bion, Jung, Klein, Kohut, Lacan, Neuropsychoanalysis and more. We will examine genetic blueprints that can increase vulnerability to stress and examine how they adapt differently different kind s of trauma.
PT17 - Transference and Counter-Transference in Psychoanalysis
PT17 Transference and Counter-Transference in Psychoanalysis
This course in transference and countertransference focuses on one of the two key concepts that defines psychoanalysis as different and separate from all other forms of talk-based therapy. Freud’s discovery of Transference, and the subsequent development of that concept and its compliment, Countertransference, is central to the psychoanalytic understanding of mental processes.
Secondly, it is essential to understand both Transference and Countertransference in order to understand what is happening during the analytic sessions. Managing transference and exploring it are central to all analytic schools of clinical technique. Detecting an analyst’s own Counter-transference with each patient helps the analyst avoid errors in dealing with each patient.
The course will begin with readings concerned with the evolution of the concept in classical analysis, and then will graduate to the more hands-on subject of how to observe and manage it live, so to peak, with the patient in the setting of psychoanalytic therapy. Since CCMPS is a Modern Psychoanalytic Institute, this course will devote a good deal of its focus to the contributions from the Modern school of technique. Specifically, the narcissistic transference, countertransference resistance, and the utility of induced feeling states will be presented as tools for the Modern analyst.
Students will learn Freud’s discovery of relational experiences that recreate earlier attachment patterns, and provide an opportunity for understanding and reworking them. Using Bowlby’s concept of ‘inner working model’ we will study the patterning of cognitive, perceptual and emotional brain networks by early bonds that creates expectations and reactivities that can be either helpful or damaging. Students will learn about different kinds of transference, narcissistic, object related, acted out or spoken, the role they play in the therapeutic process and the methods for using them in a healing manner. We will then examine the analyst’s counter-transference, complementary, concordant, subjective or objective, and what insights we derive from these reactions into the patient’s early experiences. Students will participate by bringing examples of these concepts from their own practice.
PT18 - Analysis of Resistance
PT18 Analysis of Resistance
This course covers in depth the core psychoanalytic idea of resistance. Clinical and theoretical readings will clarify and illustrate the development, evolution, and use of the concept from its early inceptions to present day theoretical conceptualizations and applications. Students will be able to articulate the origins, essential role and significance of the various types of resistance encountered in psychoanalytic treatment. Case material contributed by class members will also be used to foster experiential learning of resistance. The idea of forces that operate powerfully to keep one from knowing the truth of one’s own suffering is a cornerstone of psychoanalysis, and one of our main tasks is to help patients find a way to face the horror of their trauma. Students will learn how resistances develop and the many defense mechanisms they use. Thy will study resistances in terms of mental structure, relational patterns, juncture of the treatment and their relationship to transferences. We will study the techniques used to resolve resistances with special attention to the need of supporting coping systems until the self is strong enough to let them go.
PT19 - Character Analysis
PT19 Character Analysis
The content or subject-matter area of this class is character and the character disorders. The skills to be taught are diagnosis, treatment planning and treatment techniques. A number of diagnostic metrics will be introduced, but the primary guide to diagnosis taught in this course is the Diagnostic and Statistical Manual, published by the American Psychiatric Association, commonly known as the DSM-5. Students will study how the constant need to adapt to averse circumstances can lead to a constriction and warping of the entire personality in a way that becomes integral to the self. More than just a defensive structure, character is one’s identity, for better or worse. We will examine the different types of character, and the way it can be embodied in physical as well as mental attributes. Students will learn effective ways of working with these global structures, how to symbolize them to patients using joining and reflecting interventions.
PT20 - Analysis of Dreams, Fantasies and Symbolic Communication
PT20 Analysis of Dreams, Fantasies and Symbolic Communication
From the earliest times of recorded history dreams have occupied a special space in human existence. Often, they were seen as giving access to dimensions beyond what was known and delivering messages to the dreamer that held significance for the individual and their communities. Being able to decode and understand their messages has fascinated people to the present day.
After the publication of The Interpretation of Dreams in 1900 by Freud, dreams gained a central position in the understanding of the human psyche, especially in the hidden messages that reside in the unconscious. This opened the door of investigating the human mind from within, in a state that is free from conscious influence and control. In the field of psychoanalysis, the investigation of dreams and the dreaming process has expanded from Freud’s original hypotheses. It has broadened and deepened, albeit in contradictory ways.
In this course we will explore some of the different ways dreaming is understood and conceptualized in clinical work and other disciplines including neuroscience. We will look into the manifest content of dreams along with the symbolism and associations we can derive. We will apply that to our clinical practice and how they can inform transference, countertransference, defensive mechanisms and fantasies about self and other.
Participants are encouraged to keep a journal of their patients’ dreams and their own during the course. Students will study the manifestations of the unconscious as they appear to us in moments of loosening of conscious, practically and socially determined mental constraints, such as dreams, daydreams and creative states. We will study interpretive schemata through which analysts have understood these productions of the mind, starting with Freud, Klein, Jung and including neuropsychoanalytic and anthropological concepts. Students will learn the ways these productions can be used to help further treatment, based on their current function in the patient’s psychic economy.
PT21 - Analysis of Psychotic and Primitive States
PT21 Analysis of Psychotic and Primitive State
Students will learn the phenomenology of these experiences and understand what it feels like to be psychotic. We will describe the mind of such patients from a neuroscientific stance, looking at the genetics, epigenetic and trauma induced abnormalities of structure and chemistry. Students will then acquire fluency in the different psychological models that account for the development of psychosis, from Freud to Jung, Bion, Arieti, Lang, Lacan, Spotnitz and family systems/communication theories. They will become familiar with Lacan’s notion of the ‘sinthome’.
PT22 - Practicum
PT22 Practicum in Psychoanalysis
Students will present one case every time, reporting the dialogue, and both teacher and classmates will analyze the interaction in word by word detail, using concepts from all of the theories taught at CCMPS. We will learn to attune to the variations that happen during a session in the patient’s speech and associations, affective tone, interactions with the analyst and other object relationships. Students will also monitor their own counter-transferences, and learn to relate them to the productions of the patient.
PT23 - Groups Psychoanalysis
PT23 Group Psychoanalysis
This class will introduce students to the principles of modern psychoanalytic group from developing a contract to resolving resistances to verbal communication and cooperation within a group setting. We will examine the role of the analyst as a transference figure who will be instrumental in setting the stage for unconscious processes to unfold within the group process. Transferences and counter-transferences between group members (students) and the analyst (faculty member) will be examined and understood as part of analyzing energy that will naturally be generated as a result of group interaction and repetition dynamics occurring.
PT 24 - Child and Family Analysis
PT24 Child and Family Psychoanalysis
We will examine the mental sufferings of children and families using the tools of psychoanalysis, developmental and attachment theories, family systems and intergenerational theories, social contextual ideas, evolutionary and neurobiological concepts, so as to understand and diagnose the dynamics of the system causing the symptom. We will address the diverse forms of psychological treatment that have evolved over the last century, and will show that they each tend to address a crucial and different aspect of what is needed for children and their families to heal. Students will acquire a broad understanding of different cultures, and how their values and assumptions shape the adaptations of child and family.
PT101 - Training Analysis
PT101-A-D Training Analysis
A training analysis is a psychoanalysis undergone by a candidate as a part of her/his training to be a psychoanalyst; the (senior) psychoanalyst who performs such an analysis is called a training analyst. A minimum of 400 hours with a certified analyst, including at least two years of weekly sessions is required for certification. For students wishing for a in-person experience, ten percent of required hours may be spent with a local analyst from a different orientation, provided that this analyst be NAAP registered.
PT102 - Individual Supervision in Psychoanalysis
PT102 A-D Individual Supervision in Psychoanalysis
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 psychopathology. 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. 200 hours of individual supervision is required for certification with at least 3 different supervisors. 50 hours must be taken with one supervisor focusing on one case (control analysis). PT 102 is 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!
PT111 - Group Supervision in Psychoanalysis
PT 111-A-D Supervision in Psychoanalysis
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 is 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!