The educational objective of psychoanalytic training at The New York Psychoanalytic Institute is to promote a beginning mastery of the clinical practice of psychoanalysis. The objective is achieved through the tripartite structure, which includes a personal analysis, an immersion in supervised psychoanalytic clinical work, and a didactic curriculum. The simultaneous involvement in all three activities is paramount. Mastery of the clinical practice of psychoanalysis requires not only the application of a comprehensive body of psychoanalytic knowledge but the development of a critical and enquiring attitude toward that knowledge. Such skills ensure the capacity for continuing self education.

The didactic curriculum at The New York Psychoanalytic Institute was revised in 1999 to reflect the dynamic character of the field and the continuing growth of theory and technique. It includes a greater diversity of psychoanalytic theoretical and technical perspectives, a study of current controversies, and an introduction to the principles of psychoanalytic research. In addition, we attempt to integrate psychoanalytic principles of mental functioning with neuroscientific perspectives on the brain.

The central theoretical viewpoint is a contemporary conflict theory perspective. This is built on a comprehensive study of Freudian theory from an historical perspective and its development through ego psychology, conflict theory and compromise formation. Object Relations theory and the contributions of contemporary authors from other traditions are also studied. The curriculum also includes a modern psychoanalytic perspective on character and psychopathological entities such as depression, borderline conditions, paranoia, and the neuroses.

The understanding of psychoanalytic principles requires an understanding of how theories and concepts evolved over time. Freud’s understanding that theoretical models must be revised when challenged by contradictory clinical data remains a central hallmark of psychoanalytic thinking. Alternative theoretical orientations have arisen in response to classical theory’s perceived limitations, inconsistencies, and emphases. Critical study of the historical development of classical theory provides the foundation for understanding and examining the issues these theories attempt to address.

The application of theory to clinical practice remains a challenging aspect of psychoanalytic education and is attempted in much of the theory track through the use of clinical illustration. Clinical mastery is the central educational goal; this is reflected in a comprehensive set of courses in the clinical and technique track. These courses emphasize principles of clinical work and technique taught through case evaluation, focus on phase issues in psychoanalysis, the study of what constitutes psychoanalytic data, and the extensive use of continuous case conferences throughout the second, third, and fourth year curriculum. The study of psychoanalytic process in the classroom setting reinforces the goals of clinical immersion through supervised casework.

Analysts trained in child and adolescent psychoanalysis contribute significantly to adult psychoanalytic training. The four year core curriculum includes courses on infancy, latency, and adolescence, and the presentation of child analytic material in third and fourth year continuous case conferences. Developmental issues are further elaborated in a sequence of more advanced courses which cover normal and abnormal sexual and psychic development, and the universal themes of oedipal and preoedipal fantasy.

The educational philosophy places value on depth of experience within psychoanalytic training including all aspects of the tripartite structure. This depth is reflected in the experience of the personal analysis and the supervisory experience. Within the classroom it is reflected in the lengthy teaching commitments of the faculty to each individual course. This facilitates a greater sense of continuity in the development of concepts and in the discussion of clinical data. It also enables each instructor to assess a student’s educational progress and grasp of the material.