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The Making of a Psychoanalyst
March 28, 2022 @ 5:00 pm - 7:00 pm PDT
The Making of a Psychoanalyst
Presented by Claudia Sheftel-Luiz, Ed.M., Psy.D.
Monday, March 28th, 2022
5:00pm -7:00pm PT (Pacific Time)
When attended in full, this program offers 2.0 CEs for Psychologists, and 2.0 BBS California CEUs for Counselors, Social Workers, and LMFTs.
This event is free and open to all. Space may be limited.
To resolve pathology and effect cure, psychoanalysts must invite and effectively manage the patient’s “worst self” in treatment — including the most stubborn, destructive, repetitive and unconscious components of character. Much training and preparation goes into withstanding and working effectively with these intense states:
· First, the psychoanalyst must learn how to leverage their own countertransference so as to use their own emotions as instruments for diagnosis and cure.
· Second, a cogent set of proven clinical methods have to be mastered. Recent innovations include, “the contact function” and “emotional communication.”
· Finally, a solid foundation in metatheory has to be built which includes a profound knowledge of conflict theory, structural theory, drive theory and object relations
In this seminar, case histories will illuminate what these components of training are, how they work together, and why mastering each of them is vital to helping patients recover from a wide range of psychological disturbances and traumatic events
After attending this intermediate-level program, participants will be able to:
1. Apply an understanding of how countertransference is leveraged in diagnosis and cure.
2. Identify 2-3 clinical methods in psychoanalysis that have been proven to ensure continued unfolding in the psychoanalytic process.
3. Analyze patient dynamics from within a framework of four distinct theories of the mind, including drive theory, structural theory, conflict theory and object relations
Program Standards and Goals:
This program meets APA’s continuing education Standard 1.3: Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures.
This program meets APA’s continuing education Goal 3: Program will allow psychologists to maintain, develop, and increase competencies in order to improve services to the public and enhance contributions to the profession.
Clevans, E. (1983) On maturity.Modern Psychoanalysis, 8, 131-133.
Freud, S. (1953). The two classes of instincts. The standard edition of the complete psychological works of Sigmund Freud. London: Hogarth Press.
Luiz, C. (2006). Pushing through boundaries of inner space: The need for analytic transparency in the treatment of a juggler. Modern Psychoanalysis, 31(2).
Luiz, C. (2018). Chapter 1. In The making of a psychoanalyst: Studies in emotional education. essay, Routledge, Taylor & Francis Group.
Margolis, B.D. (1979). Narcissistic transference: The product of overlapping self and object fields. Modern Psychoanalysis. 4:131-140.
Margolis, B. (1984) Notes on narcissistic resistance. Modern Psychoanalysis, 9(2),149-156.
Mary Shepherd. (2008). The silent revolution in psychoanalysis: Hyman Spotnitz and the reversibility of schizophrenia. Modern Psychoanalysis.
Spotnitz, H. (1985). Countertransference: Resistance and therapeutic leverage.
Modern psychoanalysis of the schizophrenic patient. Human Sciences Press. New York, NY.
Spotnitz, H. (1985). Recognition and understanding of resistance.
Modern psychoanalysis of the schizophrenic patient. Human Sciences Press. New York, NY
Spotnitz, H., & Meadow, P. W. (1995). Eros and thanatos. . In Treatment of the narcissistic neuroses. essay, J. Aronson.
Bratt, P. (2019). Mutual Growth in the Psychotherapeutic Relationship: Reciprocal Resilience. Routledge.
Target Audience: Healthcare and Mental healthcare professionals, University faculty and students. Members of ACSSW and the TCSPP community.
Psychologists. This program, when attended in its entirety, is available for 2.0 continuing education credits. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods. If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to Danielle Bohrer at 312-467-2364. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.
Counselors/Clinical Counselors. This program, when attended in its entirety, is available 2.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for counselors and clinical counselors.License Number: 197.000159
Social Workers. This program, when attended in its entirety, is available for 2.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036
MFTs, LPCCs, and LCSWs. Course meets the qualifications for 2.0 hour of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.
Participation Certificate. The Chicago School of Professional Psychology is able to provide students and other participants who simply wish to have documentation of their attendance at the program a participation certificate.
Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.
*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.
The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content.