The IASP training program emphasizes a broad range of contemporary psychoanalytic approaches to psychotherapy and psychoanalysis with an emphasis on Self Psychology and Intersubjectivity Theory. In addition to the theory and clinical skills of contemporary Self Psychology and Intersubjectivity Theory our program includes a study of Relational Theory, Motivational Systems Theory, Non-linear dynamic systems theory, Attachment Theory, trauma theory and theories growing out of Infant Research. The study of contemporary theories is grounded in our historical roots through a review of Classical Psychoanalytic theory and Object Relations Theory.
Students are exposed to a broad range of literature providing a solid perspective on the diversity of theoretical and clinical approaches in the psychoanalytic world of today.
The program offers three levels of training:
- 2 year psychoanalytic psychotherapy training
- 4 year advanced psychoanalytic psychotherapy
- 4 year training program in psychoanalysis
Each level has three components:
- Personal psychoanalytic psychotherapy or psychoanalysis
- Supervised psychotherapy/psychoanalysis
- Weekly seminars
The two-year seminar program and the clinical supervision emphasize contemporary models of psychoanalytic theory and practice.Students who complete the two-year program may choose to continue on to more advanced training through the third and fourth year of seminars and further clinical supervision in psychoanalytic psychotherapy or psychoanalysis.
Goals of the Training Program:
1. To provide students with a solid theoretical and clinical foundation in contemporary psychoanalytic theory specializing in contemporary self-psychology. This will allow students to organize clinical material coherently, understand their clients deeply, and provide a broad range of responsiveness to a diverse population of clients.
2. To encourage students to integrate a diverse range of thought and to develop the capacity for critical thinking by exposing them to a broad range of contemporary psychoanalytic writings.
3. To develop the capacity for self-reflection to increase each student’s awareness of self and how their own subjectivity and patterns of interaction impact the therapeutic relationship and to be skillful in using this self-awareness to enhance the therapeutic process.
4. To develop the student’s capacity to express their ideas coherently in verbal and written form.