The New York Psychoanalytic Society & Institute

Organization of the Curriculum

A. The Preparatory Analysis

The preparatory analysis is a requirement for the training in psychoanalysis. Its therapeutic goals are the same as those of a therapeutic analysis. Its educational goals include freedom from personality factors which would interfere with the ability to conduct psychoanalytic treatment independently. It has been the experience of the majority of training analysts that four or five analytic sessions per week constitute the optimum condition for the continuity of analysis.

The Admissions Committee takes the responsibility of referring accepted students for preparatory analysis with a member of the Faculty. Students will start their preparatory analysis when they matriculate at the Institute and begin the didactic program at the same time.

B. Didactic Instruction

A core curriculum is scheduled over the period of four years. Completion of requirements for supervised and independent clinical work often requires additional time.

The tripartite model for psychoanalytic education requires that progression through course work proceeds simultaneously with increasing clinical immersion. Minimal clinical case requirements for progression are as follows:

Students are encouraged, if qualified, to begin their first case as soon as possible and ideally no later than during the second trimester of the first year. There is a one case requirement for progression to the second year. There is a two case requirement for progression to the third year. There is a two case requirement for progression to the third year. There is a two case requirement for progression to the fourth year, but a third case is strongly recommended.

(See further information about the supervised psychoanalytic treatment of patients below.)

Outline of Courses of Instruction

The four year core curriculum comprises educational tracks coordinated to foster the candidate's increasingly sophisticated integration of psychoanalytic knowledge and practice.

1. Psychoanalytic Theory

Critical study of the development of Freudian theory through its evolution to modern conflict theory

Critical study of the origin and development of other psychoanalytic theories as well as current theoretical perspectives and controversies

Psychoanalytic principles

Normal and pathological narcissism

Linguistics and symbol formation

Integrative study of psychoanalysis and neuroscience

2. Clinical/Technique Track

Assessment of analyzability

Psychoanalytic data and methodology

Continuous case conference

Principles of psychoanalytic technique (including special technical problems, phase issues, dream interpretation, termination, and alternative theories of technique)

Ethics

3. Psychopathology

Contemporary psychoanalytic perspectives, including pathological narcissism, neurosis, borderline conditions and paranoia, and depression

4. Child Development

Normal and pathological development in infancy, latency, and adolescence

5. Gender, Phantasy, and Sexuality

Sexual and psychic maturation and development, with focus on unconscious phantasy, theories of gender difference, character development, and perverse solutions

6. Writing Descriptions of Psychoanalytic Process

This four year sequence of courses will teach candidates to write about psychoanalytic process in a clear and evocative manner. The sequence progresses from the writing of brief vignettes in years one and two to the writing of a full case report in years three and four.

7. Research

Critical examination of psychoanalytic research methodology and current research

Post fourth year curriculum:

All fifth year students will be required to attend the monthly Intake Committee of the Treatment Center and to complete one intake of a prospective Treatment Center patient. All sixth year students will be required to attend the monthly Affiliated Staff Conference at which psychoanalytic treatments are presented and discussed by graduate members of the Institute.

In the event that a candidate is eligible for graduation during their fifth or sixth year, these requirements will be automatically suspended. Any candidate interested in taking an elective offered by the Columbia or NYU programs will still be free to do so.

All students and members are welcome to attend courses and seminars in child and adolescent analysis whether or not they intend to specialize in child analysis.

Supervised Psychoanalytic Treatment of Patients:

The beginning of supervised analysis is determined individually on the basis of mutual agreement between the student and Progression Committee through consultation with the Faculty Advisor. The faculty advisor will help the student to assess his or her readiness to begin clinical work as early in the first year as possible. Some students may require preparatory psychotherapy supervision. The faculty advisor will arrange for all supervision.

The first analytic case can be either a private patient or a patient from the Treatment Center depending on which is more immediately available. However, each candidate is required to analyze one Treatment Center patient during his or her candidacy. Following suitable time and progress with the first case, the student will be permitted to see more analytic patients. Each candidate is required to have analytic experience with both male and female patients and is encouraged to take a young adult or late adolescent (18 to 20 years of age) if such a patient is available. A child case may be substituted for one case with the approval of both the Child and Adolescent Analysis Committee and the Progression Committee. Arrangements for additional supervision will also be made in consultation with the Faculty Advisor and the Progression Committee. A student will be required to do sufficient supervised clinical work to attain a competence adequate for the independent practice of psychoanalysis.