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Scientific Program Information

This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of American Psychoanalytic Association and the Association for Child Psychoanalysis). The American Psychoanalytic Association is accredited by the ACCME to provide continuing medical education for physicians.

The American Psychoanalytic Association designates this Live Activity for a maximum of 2 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. 

IMPORTANT DISCLOSURE INFORMATION FOR ALL LEARNERS: None of the planners and presenters of this CME program have any relevant financial relationships to disclose.

Total of 8.75 hours of CME credit offered


Friday, May 1, 2020

Supervisors' Workshop

What are you aiming for in supervision and how will you get there?

Kerry Kelly Novick

9:00am-10:15am

Course Objectives:

  • Match their supervisory stance to the needs of the curriculum and the particular student.
  • Generate supervisory techniques consistent with educational goals.
  • Integrate the supervisory experience for both people into the overall training context.

Course Questions:

  •   What are some different styles of supervision?
  •    What are three things I want my students to take away from their supervision?
  •     What do you think is the place of supervision in training?

Course Description:

This workshop is designed for child analysts who supervise child analytic candidates.  The workshop will focus on the importance of gearing the supervision to the overall goals of the Institute’s training programs as well as to the needs of the individual supervisee/analytic candidate.  The leader of the workshop will present examples from her supervisory experience as a means of illustrating the underlying conceptual foundations.   The leader of this workshop is an experienced child analyst and supervisor.

References:

Aibel, M. Browning, D. Katz, A. Malach, S. Nusbaum, B. Rosenblatt, T. Choder-Goldman, J. (2015). On Being a Supervisee: A Roundtable Discussion. Psychoanal. Perspect., 12(2):156-171.

Bass, A. (2014). Supervision and Analysis at a Crossroad: The Development of the Analytic Therapist: Discussion of Papers by Joan Sarnat and Emanuel Berman. Psychoanal. Dial., 24(5):540-548.

Lionells, M. (2009). Save the Baby, Not the Bathwater. Contemp. Psychoanal., 45(3):311,315.

Biographical Sketch:

Kerry Kelly Novick is a child, adolescent and adult psychoanalyst on the faculties of numerous psychoanalytic institutes around the United States. A founder of Allen Creek Preschool, she is past President of the Association for Child Psychoanalysis, a Councilor-at-Large for the American Psychoanalytic Association, and past Chair of the IPA Committee on Child and Adolescent Psychoanalysis. Author of many papers and book chapters, she has also written five books with Jack Novick - the latest is “Freedom To Choose: Two Systems of Self-Regulation.” They have been translated into Italian, German, Spanish, Finnish, Chinese, and Hungarian. The “Parent Work Casebook,” an edited volume, has just been published.

Working with Emerging Adults Panel Presentation

Working with Emerging Adults: The Analytic Experience of Feeling "in between"                  

Moderator: Pamela Meersand, PhD

Presenters: Karen Gilmore, MD : Ruth Baer Maetzener, PhD : Timothy Rice, MD

11:45am-1:15pm

Course Objectives:

  •       Appreciate common challenges in clinical case material of psychoanalytic work with emerging adult.
  •     Describe specific manifestations of evolving process in occupational, socioemotional, and transference-countertransference domains.
  •     Organize interventions through a developmental perspective to maintain and to deepen an unfolding treatment. 

Course Questions:

  •       What does clinical work with an emerging adult look and feel like? 
  •       What are common challenges that present, and what can we do to provide developmentally-attuned care? 
  •       What characteristics make this a special population for analytic work?

Course Description:

The presenter will describe detailed process material from the analytic treatment of a young man in his early to mid-twenties as it pertains to the developmental themes of emerging adulthood.

References:

Arnett JJ. Emerging Adulthood: What Is It , and What Is It Good For ? Child Dev Perspect. 2007;1:68–73

Knight R, Miller JM. Emerging Adulthood: A Developmental Phase. Psychoanal Study Child [Internet]. 2017 Mar 31;70(1):5–7. Available from: https://www.tandfonline.com/doi/full/10.1080/00797308.2017.1277117

Knight R. Emerging Adulthood and Nonlinear Dynamic Systems Theory. Psychoanal Study Child [Internet]. 2017 Mar 31;70(1):74–81. Available from: https://www.tandfonline.com/doi/full/10.1080/00797308.2016.1277680

Biographical Sketch:

Dr. Karen Gilmore is a Training and Supervising Analyst at Columbia University Center for Psychoanalytic Training and Research and at the New York Psychoanalytic Institute. She served as Director of the Child Division at Columbia for 15 years.  She is also Clinical Professor of Psychiatry at Columbia. She has co-authored two books on normal development, one on play therapy, and the Chapter on Normal Development for APPI’s Textbook of Psychiatry with Pamela Meersand.  She has and wrote the chapter on Childhood Experience in the Adult World for APPI’s Textbook of Psychoanalysis. She has published papers on development, play, ADHD, and emerging adulthood.

Ruth Baer Maetzener, PhD is an advanced candidate in Child-, Adolescent- and Adult   Psychoanalysis at the   Columbia University Center for Psychoanalytic Training and Research.   She is a graduate of the Parent Infant Psychotherapy Program also at Columbia University.  She is a supervisor of the Clinical Psychology doctoral program of the City College of New York. Having grown up in Zurich, she did her clinical training in Adult and Child Psychology at the University of Zurich, where she obtained her Ph.D. for her work on "Eating and Feeding - The Significance of Food in Western Culture”, while getting her license in clinical psychology   in New York State. Before that, she   published a follow up study of non - admitted child and   adolescent patients of the day hospital in Zurich. Prior to that   she was the Director of a day care center in Zurich for children who survived the Balkan wars. She currently is in solo private practice in New York City.

Timothy Rice, M.D., is Associate Professor of Psychiatry at the Icahn School of Medicine at Mount Sinai. He is Director for Medical Student Education in Psychiatry at the Mount Sinai St. Luke's/West Site, and Chief of the Child and Child and Adolescent Inpatient Psychiatry Units for the Mount Sinai Health System. 

Disrupted Cases Panel

When Things don’t Go as Planned: Disruptions and Premature Terminations in Child Analytic Work                                             

Moderator: Lee Ascherman, MD, MPH

Presenters: Ruth Karush, MD and Daniel Kietz, MD

2:15pm-3:45pm

Course Objectives:

  •    Participants will be able to identify two factors that contribute to ruptures in child/adolescent treatments.  
  •    Participants will identify two strategies for anticipating and preventing ruptures in child/adolescent analytic treatments

Course Questions:

  •  What are the major causes of disruption or premature interruption of child/adolescent analytic cases?
  •  When should the analyst working with an adolescent alter the frame in order to accommodate patient or parental resistances?

Course Description:

This panel is designed for child and adolescent psychoanalysts. The panel is being offered because of the high frequency of interruptions or disruptions occurring in child and adolescent analytic treatments. The goal of the panel is to identify typical causes of these problematic situations, and to facilitate the development of strategies that will prevent them.  The panel will include the presentation of one disrupted case and one interrupted case, and a conceptual discussion of the factors that led to the disruption and the interruption, followed by a discussion of strategies that can be employed to prevent these ruptures.  The presenters will be a senior child psychoanalyst and a child analytic candidate.  The moderator/discussant is a senior child/adolescent psychoanalyst.

References:

Pietrantonio, V. (2015). At the Origin of Psychic Life: In a Grain of Sand the First α Wailings of a Newborn Dreamer. Ital. Psychoanal. Annu., 9:25-49.

Deakin, E. Gastaud, M. Nunes, M.T. (2012). Child psychotherapy dropout: an empirical research review. J. Child Psychother., 38(2):199-209.

Hidary, S. (2016). When the Tree Falls and No One Hears It: On Being Dropped and Learning to Hold. J. Infant Child Adolesc. Psychother., 15(1):58-71

Biographical Sketch:

Ruth Karush, MD is retired from full time practice of child, adolescent and adult psychiatry and psychoanalysis. Training and supervising and child supervising analyst at New York Psychoanalytic Institute. Chair of the Child Analysis Committee and then Associate Dean for Child Analysis from2004 to 2010 at NYPSI. Medical Diector of the Treatment Center 1993-99. On the teaching Faculty at NYPSI teaching Case Development and the Child/Adolescent Continuous Case Conference. Winner of The Charles Brenner Award for Contributions to Psychoanalytic Education in 2006. American Psychoanalytic Association: A member of COCAA and then Chair of Committee on Child and Adolescent Analysis (COCAA) from 1999-2005 and again from 2007 to 2010. President of the ACP from 2004-2006.  Served as Councilor.  Have been on the Newsletter Committee, Program Committee and Liaison Committees.  Served as  Co-Chair of the Program Committee. Marianne Kris Lecturer in May 2013 with “Postscripts: Reflections on the Post-Termination Phase. Has written on Dreams and on Aggression in Child Analysis 

Daniel Kietz, MD  is a Clinician Educator (Faculty) at Children’s Hospital of Pittsburgh of UPMC, Professor of Medicine and Pediatrics, University of Pittsburgh and Director of the Pediatric Rheumatology Fellowship Program. He is on the Faculty, Pittsburgh Psychoanalytic Center (PPC), enrolled in Adult Psychoanalytic Training 2003 – 2010 PPC and in process of becoming a training analyst at PPC. He is a candidate at the Southeastern Consortium of Child Psychoanalysis since 2011 and in private practice seeing children, adolescents and adults in psychotherapy and psychoanalysis with a special interest in physical – emotional connections in health and illness.

Saturday, May 2, 2020

Plenary Session

Transference and Resistance in Adolescent Psychoanalysis                                           

Presenters: Rex McGehee, MD, PC and Cheryl Collins, MD

Moderator: Adam Libow, MD

Discussant: Christian Maetzener, MD

9:00am-12:00pm Breakout Sessions 12:30pm – 2pm

Course Objectives:

  • Identify two types of transference interpretations in child and adolescent psychoanalysis.
  • Identify two ways in which transference interpretations realate to structural change in psychoanalysis.

Course Questions:

  • What are the particular technical challenges of developing a working alliance with adolescents?
  • What kinds of technical interventions can be helpful in responding to adolescent resistances to analytic work?

Course Description:

This panel is designed for psychodynamically oriented child and adolescent therapists, child/adolescent analysts, and child analytic candidates.   The focus is on recognizing and responding to transference manifestations.  The panel will include two case descriptions—one of a child analysis and one of an adolescent analysis, as well as a discussion paper that will highlight the relevant conceptual and technical considerations.  The presenters, discussant, and moderator are all experienced child and adolescent psychoanalysts.

References:

Ungar, V. (2015). Antonino Ferro and Child Analysis. Psychoanal. Inq., 35(5):478-493.

Blum, H.P. (2019). Childhood trauma, unconscious conflict and developmental transformation. Int. Forum Psychoanal., 28(3):165-172.

Karush, R.K. (2016). Elucidating the Transference Using the Child’s Dream. Psychoanal. Inq., 36(3):214-219..

Biographical Sketch:

Rex McGehee MD is Training Supervising Analyst for children and adults at the Denver Institute for Psychoanalysis. He is also geographic supervisor for the Minneapolis and San Diego institutes.  Rex is Associate Clinical Professor of Psychiatry at the University of Colorado and in the private practice of psychoanalysis with children, adolescents and adults.

Cheryl Collins, MD earned her medical degree from the George Washington University School of Medicine and Behavioral Sciences. She completed her adult psychiatry residency at George Washington University, her child and adolescent fellowship at Children’s National Medical Center in Washington DC and her adult and child psychoanalytic training at the Washington-Baltimore Center for Psychoanalysis. Earlier, she earned her Master of Social Work at the University of Kansas. She practiced psychiatric social work for ten years in Kansas and Colorado. Dr. Collins was in private practice in Washington DC for fifteen years before relocating to Jackson, WY. She has since established a private practice in Jackson, and is currently arranging and introductory psychodynamic psychotherapy course for local therapist who presently offer CBT and EMDR. She is one of three analysts in the state of Wyoming. While in Washington, Dr. Collins taught and supervised psychiatric residents for ten years as a volunteer clinical faculty at the George Washington University . She was granted the residents education award for outstanding teaching for her five month course entitled Art Introduction to Psychodynamic Psychotherapy. She also taught and supervised candidates at the Washington-Baltimore Center for Psychoanalysis.

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