acp logoAssociation for Child Psychoanalysis

Special Programs

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 2.75 hours of CME credit offered for Kris Lecture and Extension Program

Presidents Hour

Film and Discussion with Elizabeth Danto, PhD

Anna Freud and ‘The Conscience of Society’

Drawing on a wealth of still and video archival materials, this 15 minute digital exhibit brings to life the fascinating intersection of psychoanalysis and education. Out of the cultural and political ferment of inter-war Vienna emerged the Hietzing School, founded in the 1920s by Anna Freud and Dorothy Tiffany Burlingham. The original impulse, however, occurred in Budapest, on September 28 1918, when Sigmund Freud asserted that “the conscience of society will awake.” Anna Freud was present for one of the most consequential papers of Freud’s career, and from that day forward, she pursued a life of teaching and discovery that merged psychoanalysis, research on child development and programs designed to meet the educational and psychological needs of the young child. The breadth of the film’s images come from a range of private and public collections in Europe and America, and narrative is drawn from her own writing on theory and practice, from the 1920s through the 1960s, from Vienna to London.

Elizabeth Ann Danto is emeritus professor at Hunter College – City University of New York, and an international lecturer on the history of psychoanalysis as a system of thought and a marker of urban culture. She is the author of Historical Research (Oxford University Press, 2008) and her book Freud’s Free Clinics – Psychoanalysis and Social Justice, 1918–1938 (Columbia University Press, 2005) received the Gradiva Book Award and the Goethe Prize. With Alexandra Steiner-Strauss, Dr. Danto recently co-edited the book Freud/Tiffany: Anna Freud, Dorothy Tiffany Burlingham and the 'Best Possible School' (Routledge, 2018).

Candidate Event

“Chatting about Child and Adolescent Psychoanalysis: Common Issues for Trainees.”

Presenter:  Nathaniel Donson, MD

In this discussion we will talk about issues that are important to Child and Adolescent Analytic Candidates.  This may include a number of topics such as (1) the value of Child and Adolescent Analytic education in all of their professional activities (2) the clinical reasons why a case may not be suitable for analysis (3) the common internal resistances to converting a case to analysis, on the part of the candidate (4) any other topics that seem relevant.  

Marianne Kris Lecture

Useful Untruths: Pluralism in Child Analysis 

Presenter: Claudia Lament, PhD

Course Objectives:

  • The pre-eminent contemporary philosopher, Kwame Anthony Appiah, contends that in order to see a more complete picture of the world, we need a plurality of pictures with which to view it, not just one.  This truth comes with epistemological burdens and with the inconvenient fact that the human mind is unable to juggle more than one picture or theory simultaneously.  Thus, psychoanalytic clinicians tend to select one theory as a guide when treating patients.
  • The application of this perspective to the clinical setting in child analysis demonstrates that as useful as a single theory may be, it is crucial to remember that its singular vision provides us with an imperfect and incomplete picture, or what philosophers have termed, a ‘useful untruth.’
  • Participants will learn ways to think about this conundrum, and whether it is possible to reasonably shift from one’s usual theoretical point of view to include alternate theoretical perspectives—and thus, to gain a more complete ‘truth’, as Appiah suggests we should aspire to-- as the clinical situation allows.

Course Questions:

  • The use of a pluralistic vision in the clinical setting contains countertransference pitfalls, illusions, and deceptions.  Their regular appearance in the clinical setting unerringly prompts the question: “Can one aspect of ‘truth’ conceal another?”
  • Is it possible to find a prudent yet creative integration of pieces of alternate models as opposed to a rash jump from one theory to another? 
  • What are the triggers that urge an analyst to experiment outside one’s usual reference point?  
  • What useful applications of this pluralistic view might you find in your own clinical practice?

Course Description:

Child analysts have at their disposal a rich array of theoretical views from which to choose: Ego psychology, Self psychology, Relational theories, Kleinian, Lacanian and Laplanchian perspectives, Field theory from Europe, Field theory from Rio de la Plata in Latin America, and the Paris Psychosomatic tradition, among others.  A version of the contemporary psychoanalyst is one who is continuously assembling a point of view that is peripatetic: gathering bits and pieces of partial theories that she hopes will touch her patient as he evolves and changes, and shows different aspects of his interior world.  It is one that Joseph Sandler envisaged in his notion of psychoanalysis as a ‘body of ideas’ as opposed to a doctrinaire set of beliefs that are siloed in separate theories.  It is not a tidy enterprise, and there are those who argue against this picture of the modern child analyst that has arisen in this epoch.  But if we are to face the reality of how we think in the hotbed of the clinical situation—what helps us, but also what limits us and how to correct for those limitations—we can loosen our grip in the withering battle for ‘the truth’ that can be observed among those who remain as impassioned advocates of one or other of our theoretical perspectives.  Instead, we might trade such divisive trends for what some philosophers believe is a more compassionate and realistic view of the world, wherein a host of imperfect portraits are necessary in order to see the truth of who we are.


Lament, C.  (2015).  A Misuse of Bion's "Reverie-ing Mother" Another Weapon in the War Against Women as Waged in the Consulting Room. The Psychoanalytic Study of the Child 69:59-82.

Lament, C.  (2017).  Inventing the Future: Narrativity, Agency, and Dynamic Systems Theory.  The Psychoanalytic Study of the Child 70:224-238.

Lament, C.  (2019).  The Impact of Divorce on Children: The View from the Perch of Adulthood.  The Psychoanalytic Study of the Child 72:16-23.

Biographical Sketch

Claudia Lament, PhD is a Training and Supervising Analyst at The Psychoanalytic Association of   New York, an affiliate of The New York University Langone School of Medicine; the Editor-in-Chief of The Psychoanalytic Study of the Child; and the President of The Anna Freud Foundation. 

Extension Program

The Power of Play as a Trauma-Informed Intervention                                                                                                  

Presenters:Timothy Rice, MD and Felecia Powell-Williams, Ed.D., LPC-S, RPT/S

Moderator: Rex McGehee, MD, PC

Discussant: Charles Parks, PhD

Course Objectives:

  • Appreciate the potential of psychodynamic psychotherapy employing the medium of play to address childhood trauma and associated clinical conditions.
  • Describe methods of assessment, formulation, and treatment planning in children with histories of trauma.
  • Organize interventions through a social-ecological model to generate a facilitating framework for conversion to psychoanalysis when indicated.

Course Questions:

  • How does psychodynamic psychotherapy and psychoanalysis with children integrate reality and trauma to become trauma-informed care?
  • How does play assessment, formulation, and treatment planning unfold surrounding a contemporary trauma-informed care model?
  • How does psychoanalysis supplement psychodynamic psychotherapy and create surplus value within this model?

Course Description:

Contemporary psychodynamic and psychoanalytic approaches for children are based on developmental models that integrate data from various sources, including attachment theory and neuroscience research.  Earlier psychoanalytic models lacked empirically-derived evidence and are now being supplemented by contemporary, psychodynamic, empirically-based treatments that privilege the role of reality and trauma in disorders of childhood. This presentation will outline the underpinnings and a clinical vignette of a psychodynamic approach for the treatment of trauma in youth through targeting the implicit emotion regulation deficits common in both externalizing problems and post traumatic stress disorder (PTSD).  Difficulties with emotion regulation arise out of disruptions in the development of neurobiological pathways through the interaction of constitutional determinants with environmental factors, including the infant and child’s relationships with caregivers and the environment. The implicit branch of the emotion regulation system conceptually overlaps with the psychodynamic construct of defense mechanisms, and the tradition of defense interpretation in psychodynamic play therapy may strengthen this neurobiologic system. These treatments may bypass the difficulties of high attrition rates, expense, and limited generalizability characteristic of skills training-based modalities. The interrelatedness of trauma, behavioral disruptions that traumatized children may utilize to cope with associated unbearable emotions, the neurobiology of these mechanisms, and an illustration of an intervention to help children address unbearable emotions through defense interpretation is presented.


Rice, T., & Hoffman, L. (2014). Defense mechanisms and implicit emotion regulation: a comparison of a psychodynamic construct with one from contemporary neuroscience. Journal of the American Psychoanalytic Association, 62, 693–708.

Hoffman, L. (2007). Do children get better when we interpret their defenses against painful feelings? The Psychoanalytic Study of the Child, 62, 291–313.

Bornstein, B. (1945) ‘Clinical notes on child analysis’, Psychoanalytic Study of the Child, 1, pp. 151–66.

Biographical Sketch:

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. 

Felecia Powell-Williams, Ed.D., LPC-S is a Child, Adolescent and Adult Psychoanalyst at the Center for Psychoanalytic Studies in Houston, Texas.  She currently holds the position as President of Board of Directors, and faculty member in the Child and Adult Training Programs.  Felecia provides clinical supervision for the State of Texas licensing board.  Along with maintaining a private practice, Felecia teaches on a collegiate level, and provides clinical consultation and professional training with many preschools and state and local agencies on recognizing the need of mental health services for children, adults, and families. 

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Eagan, MN 55122
Phone: 763-645-2157
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