Palo Alto Psychoanalytic Psychotherapy Training Program (PAPPTP)

Course Objectives for PAPPTP Year I 2011 - 2012:

Freud's Ideas and Central Psychoanalytic Concepts
Fridays, 09/23/11, 09/30/11, 10/07/11, 10/14/11, 10/21/11, 10/28/11, 11/04/11, 11/11/11, 11/18/11, 12/02/11
08:30am - 10:00am
15 CME/CE Credits

1. Describe the evolution of Freud's ideas, theoretical and clinical, that lead to an understanding of how the mind works as described in some of his seminal articles.
2. Discuss the unconscious, in terms of its contents, its processes, its clinical implications, and the nature of the repressive forces.
3. Discuss dreams in terms of their historical and practical importance in illuminating the basic psychoanalytic ideas
4. Discuss Freud's conceptualization of the sexual instincts and their clinical manifestations.
5. Describe the development of the structural theory and its utility in understanding guilt and anxiety.
6. Discuss the origin and current clinical importance of the concept of "free association".
7. Apply Freud's basic concepts to clinical material and to give examples of how they might guide treatment.

Development: The First Three Years
Fridays, 12/09/11, 12/16/11, 01/06/12, 01/13/12, 01/20/12, 01/27/12, 02/03/12, 02/10/12
08:30am - 10:00am
12 CME/CE Credits

1. Discuss what is meant by development and why a developmental understanding is important to the practice of psychotherapy
2. Identify secure and anxious attachment behaviors in both infants and in adults.
3. Identify specific anxieties and defenses indicative of very early trauma.
4. Discuss aspects of the neurobiology of early life as it relates to psychological development.
5. Discuss the importance of the patient's non-verbal communication in transmitting information about early states of mind.
6. Recognize how cultural differences between therapist and analyst create challenging countertransference situations.
7. Describe their personal theories re: development and how these affect their work with patients.
8. Name an insight they have learned about development which will affect their future work with patients.

Development: Oedipal
Fridays, 02/17/12, 02/24/12, 03/02/12, 03/09/12, 03/16/12, 03/23/12
08:30am - 10:00am
9 CME/CE Credits

1. Trace the evolution of the psychoanalytic theory of the Oedipus complex from its discovery in the work of Freud to more contemporary formulations and to describe how these perspectives inform our approach to clinical material and frame our interventions.
2. Trace the changing conceptions of the Oedipus complex, from initially being viewed only as a stage of psychosexual development to being seen later as having a function in the emergence of thinking and psychic growth, and describe the subsequent effect of these changes on how the psychoanalytic endeavor is carried out.
3. Critically evaluate these theoretical ideas and consider how they are applicable to our work with both child and adult patients.
4. Describe both negative and positive oedipal relationships and discuss the subsequent adult unconscious fantasies.
5. Describe the impact of earlier developmental phases and how these color the oedipal phase.

Development: Latency
Fridays, 03/30/12, 04/06/12, 04/13/12, 04/20/12
08:30am - 10:00am
6 CME/CE Credits

1. Describe the specific developmental tasks and challenges of the latency age child.
2. Discuss whether the concept of "latency" is an apt description of the child's relationship to his/her own sexuality at this stage of development.
3. Describe how difficulties arising during this stage of development might show up in the therapy of adult patients.
4. Discuss the development (via identifications with same and opposite sexed parents), as well as the multiple functions, of gender and sexual identity in latency.
5. Describe how the superego becomes consolidated and integrated into the personality during latency.

Development: Adolescence
Fridays, 04/27/12, 05/04/12, 05/11/12, 05/18/12
08:30am - 10:00am
6 CME/CE Credits

1. Describe the specific developmental tasks and challenges of the adolescent in our culture.
2. Discuss how difficulties in earlier development might manifest themselves during adolescence.
3. Describe how difficulties during adolescent development might show up in the therapy of adult patients.  

Beginning the Treatment
Fridays, 09/30/11, 10/07/11, 10/14/11, 10/21/11, 10/28/11, 11/04/11, 11/11/11
10:20am - 11:50pm
10.5 CME/CE Credits

1. Demonstrate the ability to listen analytically to patients' accounts of their difficulties.
2. Demonstrate the ability to elicit the information that is necessary to formulate a patient's presenting problem and develop ideas about the appropriate treatment strategy.
3. Demonstrate the understanding of the frame and how it enhances treatment and elicits a therapeutic structure. Discuss how to establish appropriate and flexible professional boundaries with a patient.
4. Demonstrate sensitivity to cultural, race and class differences which can affect the treatment relationship and treatment planning.
5. Show awareness of the effects of separations, both short and long, that can affect the treatment relationship.
6. Show knowledge of the differences between boundary crossings and boundary violations and their effect on treatment.

Case Conference: Formulation
Fridays, 12/02/11, 12/09/11, 12/16/11, 01/06/12, 01/13/12, 01/20/12, 01/27/12
10:20am - 11:50am
10.5 CME/CE Credits

1. Describe several styles for presenting clinical material and discuss their pros and cons.
2. Explain factors in group case discussions which promote or hinder safety and understanding.
3. Evaluate a patient's psychological capacities, including cognition, affect and self-esteem regulation, self-observation and mentalization, object relations, self-regard, conscience and ideals, and characteristic defense and coping mechanisms.
4. Assess a patient's level of personality organization and describe its implications for treatment.
5. List specific personality patterns, as outlined in the Psychodynamic Diagnostic Manual.
6. Create a psychodynamic case formulation, i.e., (a) a concise description of the clinical picture, (b) a set of explanatory hypotheses (which may include biological, psychological, and socio-cultural factors), and (c) preliminary goals for treatment.

Psychoanalytic Therapeutic Technique
Fridays, 02/10/12, 02/17/12, 02/24/12, 03/02/12, 03/09/12, 03/16/12, 03/23/12
10:20am - 11:50am
10.5 CME/CE Credits

1. Discuss various meanings of the concept of transference and to recognize their manifestations during the course of treatment.
2. Recognize several sources of countertransference and discuss how the recognition of countertransference can be used to advance the aims of the treatment.
3. Discuss the concept of resistance and its relationship to defense and to adaptation, and give examples of how to deal with resistance in the course of treatment.
4. Discuss the concept of enactments and give examples of how these can be used to further the work of therapy.
5. Give examples of interventions that facilitate a variety of modes of therapeutic action, from promoting insight to providing a new relational experience.

Case Conference: Ongoing Treatment
Fridays, 04/06/12, 04/13/12, 04/20/12, 04/27/12, 05/04/12, 05/11/12, 05/18/12
10:20am - 11:50am
10.5 CME/CE Credits

1. Describe a range of modes of therapeutic action, from insight to relational influence.
2. Discuss what is meant by the supportive-expressive continuum of interventions and describe factors that guide the decision of where on this continuum to intervene in particular situations.
3. Formulate interventions appropriate to particular therapeutic contexts and describe ways to assess the impact of these interventions. For example, to describe interventions and hoped for effects in situations where the patient is: driven to act in a self-defeating way, overwhelmed with anxiety, or when a patient is calm and reflective.
4. Describe the elements in how the therapist works to enhance the therapeutic alliance.
5. Describe the elements of the CCRT (Core Conflictual Relationship Theme) method of formulation

The San Francisco Center for Psychoanalysis is accredited by the Institute for Medical Quality/California Medical Association (IMQ/CMA) to provide continuing medical education for physicians. The San Francisco Center for Psychoanalysis takes responsibility for the content, quality and scientific integrity of this CME activity.

PHYSICIANS: The San Francisco Center for Psychoanalysis designates this educational activity for a maximum of 84 credits as listed for each individual program, AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. This credit may also be applied to the CMA Certification in Continuing Medical Education. 
LCSWs/MFTs: The San Francisco Center for Psychoanalysis is a provider approved by the Board of Behavioral Sciences, Provider Number PCE623, for 84 credits on an hour for hour basis. 
PSYCHOLOGISTS: Psychologists attending SFCP events approved for CME credits may report AMA PRA Category 1 Credit(s)™ toward their CE requirements and are now able to directly submit their verification letters at the end of each renewal cycle using the MCEP credit reporting form that can be found on the internet at: http://www.cpapsych.org/associations/6414/files/mcepaa/files/MCEP_Reporting_Form.pdf
REGISTERED NURSES: The San Francisco Center for Psychoanalysis is a provider approved by the California Board of Registered Nursing, Provider Number 02677, on an hour for hour basis.

SFCP is approved by the American Psychological Association to sponsor continuing education for psychologists. SFCP maintains responsibility for this program and its contents.

Commercial Support: None

Faculty Disclosure: The following moderators and planning committee members have disclosed NO financial interest/arrangement or affiliation with commercial companies who have provided products or services, relating presentation(s) or commercial support for this continuing medical education activity: Richard Almond, M.D., Robert Harris, M.D., Ann Martini, L.C.S.W., Michael Loughran, Ph.D., Paul Ransohof, D.M.H., Camilla Van Voorhees, M.D., Mary Jane Otte, Ph.D., Dana Wideman, Ph.D., Brandt Wenegret, M.D., Maureen Smith Ruffell, M.D., Jana Kahn, Ph.D., Sharon Levin, L.C.S.W., Elizabeth Biggart, Ph.D. and Janice Mill, Ph.D..  All conflicts of interest have been resolved in accordance with the ACCME Updated Standards for Commercial Support.