100 SERIES: FOUNDATIONS
105 Practicum
The Practicum includes the student’s independent or agency-based clinical practice and weekly clinical consultation with a CCF. A report of the student's clinical work, the Practicum Survey, is submitted to the mentor in the student's initial conference and once a year thereafter until candidacy. An on-going case summary is submitted to the mentor at the end of each trimester. The mentor’s receipt of the on-going case summary is indicated on the Transcript form that the mentor must sign each trimester.
110 History of Psychoanalytic Thought
All first year students are required to read a fixed bibliography and demonstrate to their mentor an understanding of the material, for which two units will be granted.
120 Epistemological Colloquium: Consideration of the Context of Knowledge and its Social Construction
This colloquium is a faculty led study group at which three trimesters of attendance are required for the first year student. In keeping with the Institute’s philosophy, this colloquium explores basic epistemological questions regarding the nature and sources of knowledge through in depth study of selected readings. Embedded in these readings is a consciousness and concern with social and cultural perspectives. Students are encouraged to explicate links among theorists, concepts and ideas. All first year students are required to participate in this colloquium that meets six hours per trimester for three trimesters for which two units will be granted at the end of third trimester. This colloquium is usually prerequisite to the Research Seminars.
130 Clinical/Theoretical Colloquium
All first year students are required to participate in this colloquium (see section 5, page 3 of this Handbook) that meets 20 hours per trimester and continues for a minimum of six trimesters for which two units per trimester will be granted.>
140 Writing Colloquium
This colloquium is a faculty led writing support group. It provides students the opportunity to share the work they are doing to develop four-unit papers in order to get suggestions and support. It also provides a setting in which students can present two-unit work to their peers. All students are required to participate in this colloquium immediately upon completion of the Clinical/Theoretical Colloquium (see section 5, page 6 of this Handbook). It meets for three two-hour sessions per trimester. At the end of three trimesters, two units of credit are granted.

200 SERIES: SOCIAL PHENOMENA
The student must complete 8 units in this series, comprised of one 4-unit course and two 2-unit courses, one of which must be in courses 210-240 (the optional paper for the 120 Social Thought Colloquium may be used to fulfill this requirement). A discussion of ethics must be integrated into one of these courses if a separate ethics paper is not chosen. Minimum of eight units required.
210 Social Theory and Social Issues

1. The student explores and critiques a specific social theory, body of social theory, or social philosophy (e.g., “social justice”) including its historical developments, assumptions, social context, social, psychosocial and/or ethical implications, such as theories of social organization, power, social change, and group dynamics (including communication theory and other theories relevant to small group interaction).
2. The student explores a social issue, including its history and philosophical roots (how it has been constructed) and application. An example would be the nature and application of concepts of social justice.
   220 Applied Social Theory

The student applies a social theory to a specific social topic (which may or may not be listed in the 250-280 series), including the assumptions and implications of the theory.
230 Social Structure: Social Institutions and Social Organization
The student studies a specific social system, such as the criminal justice system, the family, the educational system, the mental health system, or particular social organization(s), such as The Sanville Institute, the ACLU, etc.
240 Ethical Dilemmas and Concerns
The student identifies an ethical issue either from the larger societal context or clinical practice, critically analyzing the literature in that area and relating it to a social phenomenon, experience from clinical practice, or a personal dilemma.

250 Social Problems
The student identifies a problem/population (e.g., homelessness, alcoholism, delinquency, mental illness) and describes the nature and extent of the problem; traces its history; postulates causation; analyzes implications for social policy planning; makes predictions about its future course; and identifies areas of investigation and research which may lead to a further understanding.
260 Service Delivery System: Analysis, Evaluation, & Recommendations
The student selects a service delivery system, which has been mobilized to address a particular social problem; describes the delivery system and analyzes it in the context of an identified theoretical framework. In addition to analyzing the effectiveness of the system in addressing the social problem, the student will consider how that particular problem might be addressed more effectively, either within the delivery system being studied or in some other way. Recommendations may include a plan of social action, outlining a piece of social legislation or other means of influencing social policy.
265 Social Action
The student evaluates a social concern, social policy, or social problem and creates an intervention.
270 Phenomena of Socio-cultural Change
The student identifies one aspect of culture (e.g., parenting, marriage, identity formation) which has undergone change during the past twenty years, analyzing possible causes and effects of the change and describing the impact of the change on clinical practice.
280 Cross Cultural Phenomena
The student studies a specific cross-cultural phenomenon and its manifestations.
290 Research Topics
Research is examined and critiqued by the student in any of the following areas: ethics; social service delivery; socio-cultural change; or socio-cultural phenomena.

300 SERIES: PSYCHOSOCIAL THEORIES
The required courses in the 300 series are: 302, "The Impact of Culture and/or Sub-culture on Process of Development," as a 2-unit or 4-unit course, one 4-unit course in the 311-317 series and one 2-unit or 4-unit course in the 380 series. If 2-unit courses are chosen to meet the requirements in the 300 series, one must be in the form of a paper. Minimum of 8 units required.
301 THE IMPACT OF CULTUREON PSYCHOSOCIAL THEORY
304 is required for either 2 or 4 units.
302 The Impact of Culture on Psychosocial Theory
The student describes and comments on the historical and cultural context in which a particular theorist conceptualized and developed his/her theory, elucidating the influences that the era and its Zeitgeist contributed to the theory.
303 Psychosocial Theory or a Body of Theory In Context
The student studies the historical development, assumptions, social context, and social implications of a specific psychosocial theory or body of theory
304 The Impact of Culture and/or Subculture on the Process of Development
(required)
Cultures provide frames of reference—embedded within language and social institutions, mores, rules of behavior—regarding the perception and interpretation of every aspect of life, ways of being, the nature of self—that is, what a self is, in relation to both individual identity and in relationship of self to others. Primary culture contains conflicts of interest and paradoxes, and sub-cultures reveal variations within a culture. The student selects any aspect of culture and/or subcultures and critically examines the literature on that topic for 2 units and integrates it with case material from his/her own practice for 4 units.

310 FUNDAMENTAL PSYCHODYNAMIC THEORIES
One 4-unit course is required in the series 311 to 317.
311 Freud and the Development of Psychoanalytic Thought
Freud developed his conflict theory in numerous directions: a theory of mind (drive theory, topographic model/unconscious, structural theory, dreams, etc.), a body of fundamental principles of clinical interaction (transference, counter-transference, etc.) and the idea of internal object relations (“Mourning and Melancholia”), and wrote the first psychobiography and the first psychoanalytic analysis of social groups and societies. The student examines and critiques an aspect of the writings of Sigmund Freud and his associates (Abraham, Fenichel, Jones, Reich, etc.) for 2 units and integrates relevant aspects of the theory with case material from his/her own practice for 4 units.
312 Ego Psychology
Ego psychology originally expanded upon Freud’s theory by emphasizing the adaptive functions of the ego. It has continued to emphasize the role of conflict, but has incorporated modern ideas such as the mutual influence of client and therapist, particularly through transference and counter-transference and enactments. The student explores and critiques classical ego psychology through the writings of authors such as Anna Freud, Heinz Hartman, Ernst Kris, Rene Spitz, David Rappaport, Merton Gill, Erik Erikson, Edith Jacobson, and Margaret Mahler, and others in the field for 2 units. Alternatively, the student may explore and critique later developments in ego psychology (through the writings of authors such as Brenner, Robert Stone, Greenson, Wealder, and others) or modern ego psychology (through the writing of authors such as Jacobs, Pine, Knight, Michels, Renik, Chused, Rothstein, and others) for 2 units. The student may integrate relevant aspects of the theory(s) with case material from his/her own practice for 4 units.
313 Object Relations Theory
The student explores and critiques object relations theory through the writings of Melanie Klein, W.R.D. Fairbairn, Harry Guntrip, W.D. Winnicott, W.R. Bion and other contemporary authors, including James Grotstein, Thomas Ogden, Stephen Mitchell, David and Jill Scharff, and Althea Horner for 2 units, or, alternatively, the student may critically examine contemporary Kleinian theory through such authors as Britton, Caper, Joseph, O’Shaughnessy, Steiner, Bott-Spillium Ferro, Meltzer, and others for 2 units. The student may integrate relevant aspects of the theory(s) with case material from his/her own practice for 4 units.
314 Self Psychology
The student explores and critiques Self Psychology through the writings of Heinz Kohut and his associates for 2units and integrates relevant aspects of their theories with case material from her/his own practice for 4 units.
315 Conceptual Synthesis in Contemporary Psychoanalytic Thought
The student explores and critiques writings of recent contributors to psychoanalytic theory, seeking to criticize and/or synthesize the work of various schools of thought. These contributors include such disparate writers as Lawrence Hedges, Roy Schafer, John Gedo and Otto Kernberg. The student critically analyzes one issue, such as drive and defense metapsychology compared to Self Psychology; philosophical biases in various theories; or other topics currently being evaluated in the psychoanalytic literature for 2 units and integrates his/her understanding of the topic with case material from his/her own practice for 4 units.
316 Attachment Theory
The student explores and critiques John Bowlby's original contributions to the understanding of the development of personality through early experiences and includes consideration of the contemporary writings of Mary Ainsworth, Mary Main, Alan Sroufe, Allan Schore, Daniel Siegel, Peter Fonagy, Alicia Lieberman,  Arieta Slade, Pat Sable, Beatrice Beebe and others for 2 units and integrates relevant aspects of the theory(s) with case material from his/her own practice for 4 units.
317 Jungian Analytical Psychology as a Developmental Model
The student explores and critiques Jung's dynamic model of transformation, in which from birth out of the primal self, the ego individuates in an archetypal pattern of development toward realization of the potentialities of the Self. This examination includes the concepts of ego, Self, ego-Self axis, archetype, the persona and shadow and other major archetypes of the collective unconscious, including those at the nexi of major developmental stages, such as mother/child, hero, father, trickster, animus and anima and their associated complexes and patterns of immaturity. These concepts are examined and critiqued for 2 units or integrated with case material from the student's own practice for 4 units.
318 Relational Theory
Relational theory has emerged out of object relations theory and self psychology. It has emphasized the co-construction of meaning and experience in the therapeutic dyad. The student explores and critically examines the theory through the writings of authors such as Benjamin, Hoffman, Messler-Davies, Mitchell, and Greenberg for 2 units, or integrates relevant aspects of the theory(s) with case material from his/her own practice for 4 units.
319 Intersubjectivity
The student explores and critiques the writings of Robert Stolorow, Bernard Brandchaft, George Atwood, and others for 2 units and integrates relevant aspects of their theories with case material from her/his own practice for 4 units.
320 Special Topics in Psychodynamic Theory
The student examines a special topic, such as transference/counter-transference, depression, shame, envy, idealization, etc., and critically compares and critiques the contributions of different theoretical models—such as the concept of mutual influence in modern ego psychology, in intersubjectivity, or in Jungian analytical psychology—for 2 units, or integrates relevant aspects of the theory(s) with case material from his/her own practice for 4 units.

330 LEARNING THEORIES
331 The Cognitive School
The student examines Piaget's theory of genetic epistemology and his research on the cognitive/moral development of children, as well as that of his followers and dissenters, such as, Aaron Beck, Robert Leahy, and David Burns, Joseph Malerstein, and Mary Ahern, critiques the theory and/or the research in terms of its relevance to personality development and personality organization for 2 units and integrates her/his understanding of the theory and/or research with case material from her/his own practice for 4 units.
332 Behavioral School
The student explores and critiques learning theory, such as operant conditioning, through the writings of Pavlov, Thorndike, Eysenck, Wolpe, Watson, and Skinner in terms of their relevance to personality development and personality organization for 2 units and integrates relevant theoretical concepts with case material from her/his own practice for 4 units.

350 PSYCHOPHYSIOLOGICAL THEORIES
Developments in the neurosciences, in developmental psychopathology, and information processing have contributed to our understanding of how brain function is shaped by experience and how life experience can continually transform perception and biology. There has been an explosion of knowledge about how experience shapes the central nervous system and the formation of the self.
351 Interpersonal Neurobiology
The student explores a topic such as the psychobiology and neurobiology of attachment, the development of psychopathology, mind-body relationships, the role of the right brain in unconscious processes, temperament of the neonate and infant, and others. The student reviews and critiques the literature (including work by Allan N. Schore, Daniel Siegel, Colwyn Trevarthan, Myron Hofer, Beatrice Beebe, Ed Tronick, and the Boston Study Group) on the topic relating to personality organization and development for 2 units and integrates relevant aspects of the theory(s) with case material from his/her own practice for 4 units.
352 Trauma Theory
The study of psychological trauma is helping to develop a deeper understanding of the interrelationship among emotional, cognitive, social, and biological forces that shape human development, as expressed in post-traumatic stress disorder (PTSD) in adults and in early attachment phenomena and efforts to cope with overwhelming experiences in childhood. The student reviews research findings and theories about how experience is processed on an unconscious level and how treatment addresses these issues at a non-verbal, emotional level. The literature will include the work of Bessel van der Kolk, J. Douglas Bremner, Allan Schore, Robert Pynoos, Alexander McFarlane, Alicia Lieberman among others for 2 units and integrates relevant aspects of the theory with case material from his/her own practice for 4 units.

360 PSYCHODYNAMIC THEORIES OF HUMAN DEVELOPMENT
In addition to psychodynamic theories in the 300 Series, which have either developmental components or a fully articulated developmental system, as in Freudian theory, other theories have emerged to explain personality and emotional development. They are included here.
361 Neo Freudian Theories of Development and Personality Organization
The student explores and critiques the work of one or more neo Freudian theorists, such as Otto Rank, Alfred Adler, Theodore Reich, or Sandor Ferenczi for 2 units and integrates relevant theory with her/his own case material for 4 units.
362 Culturalist Theories of Development and Personality Organization
The student explores and critiques the writings of one or more members of the American culturalist school, such as Karen Horney and Eric Fromm for 2 units and integrates that theory with case material from his/her own practice for 4 units.
363 Interpersonal Theory of Development and Personality Organization
The student explores and critiques the writings of Harry Stack Sullivan for 2 units and integrates that theory with her/his own practice for 4 units.
364 Special Topics in Development and Personality Organization
With permission of the Educational Committee, the student explores and critiques the writings of one or more theoreticians in the field of Personality Development and Personality Organization not included elsewhere in this series of Independent Study Courses.

370 SERIES: OTHER THEORIES IN DEVELOPMENTAL PSYCHOLOGY
371 Theories of Infant Development
372 Theories of Adult Development
373 Theories of Moral Development
374 Theories of Spiritual Development
375 Theories of Affect & Emotion
The student defines affect and emotion and demonstrates knowledge of a particular affect theory (such as psychoanalytic, attachment, social psychological, cognitive, neurobiological, cross-cultural) or affect theorist (Darwin, Tompkins, Izard, Eckman) or traces the historical development of a particular line of affect theory (psychoanalytic, attachment, neurobiological) for 2 units. Alternatively, the student may select a concept or concepts from affect theory such as appraisal, social communication, facial expression, or particular affects (anger, fear, sadness, joy) or expressions of affect (aggression, violence, crying, laughing, or the renderings of affect by creative artists in music, painting, literature, or film) and relate than to a particular theory or theories of affect for 2 units. The student may integrate a case or several cases or examples from literature, film or other creative work with the theory and critique the theory for 4 units.


380 SERIES: SOCIOLOGICAL THEORIES OF DEVELOPMENT, SOCIALIZATION, & SOCIAL INTERACTION
The student elucidates a theory or theorist who addresses identity development and social interaction as well as the relation of social structures (institutions) to individual identity, such as G. H. Mead, Cooley, Erving Goffman, Anthony Giddens, and others for 2 units or critically evaluates the theory and integrates it with a case for 4 units.

390 RESEARCH TOPICS IN PERSONALITY DEVELOPMENT & PERSONALITY ORGANIZATION
The student selects a piece of research relevant to development, such as one of the attachment studies (by John Bowlby, M.D.S., Ainsworth, Mary Main) or neonate research relevant to Object Relations Theory, (e.g. Daniel Stern, Robert Emde, Beatrice Beebe, Arieta Slade) and criticizes it from a research point of view as well as commenting on its significance to the clinician.

500 SERIES: THEORIES AND METHODS OF TREATMENT
The student must complete six units in this series: a 4-unit course and a 2-unit. The required 4-unit course must be selected from courses 521, 522, 523, 524, 525, 526 or 527. The required 2-unit course must be in the form of a paper.
Minimum of six units required.
501 Social History and the Evolution of Clinical Practice (for 2 units)
The student studies the impact of particular social phenomena on clinical practice—such as, for example, the relationship of heightened awareness, increased reporting, and the enactment of legislation regarding sexual abuse of patients in therapy, the impact of feminism on collective awareness of this problem, and the consequent tightening of ethical standards as conditions for the development of relational and intersubjective models of therapy.
502 Development of the Field of Clinical Social Work (for 2 units)
The student traces the field of clinical social work from the settlement house movement and social casework through psychiatric social work and social work in the child guidance clinic to clinical social work, including the history of licensure, against the background of changes in mental health delivery systems and other mental health professions.
503 Development of the Field of Marriage and Family Therapy (for 2 units)
The student traces the field of marriage and family therapy from marriage counseling, including pastoral counseling, through marriage, family and child counseling to marriage and family therapy, including the history of licensure, against the background of changes in mental health delivery systems and other mental health professions.
504 Theory or Method of Treatment in Context (for 2 units)
The student studies the historical development, assumptions, social and cultural context, and social implications of a specific theory or method of treatment.
505 Historical and Social Context of Changing Views of Mental Illness or Concepts of “Madness” (for 2 units)
The student studies the social and/or historical context(s) in which a particular view of mental illness in general or particular diagnostic categories have developed or changed, including the impact of these developments and changes on treatment. An example is the social and historical context in which the diagnostic category of Post Traumatic Stress Disorder has developed out of “shell shock” and other views of trauma. Another example is the varying social contexts in the same era that produce biological, psychological, and spiritual models of and approaches to treatment of mental illness.
506 Cultural Differences in Views of Mental Illness or Concepts of “Madness” (for 2 units)
The student studies particular cross cultural differences in conceptualizing mental illness or “madness” and how these differences influence conceptions of and approaches to treatment.
507 Cultural Sensitivity in Clinical Practice
The student reviews the literature on cultural sensitivity in clinical practice, elucidating the cultural dimensions of the presenting situation and clinical work with clients of a particular culture for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.
510 Social Work Practice Theories and Methods (for 2 units)
The student undertakes a critical analysis of the processes and methods of social work practice: casework method as a form of psychotherapy; small group work; and community organization practice in the field of community mental health, against the background of their underlying theories and world views.
511 Case Management (for 2 units)
The student reviews the literature on case management and elucidates the relevance of clinical concepts to the effective practice of case management.
512 Clinical Social Work Practice in an Organizational Setting
The student elucidates the impact of a particular organization’s dynamics on the delivery of services to clients for 2 units and integrates this elucidation with case material from his/her own practice in that organization for 4 units.

520 PSYCHO-DYNAMIC MODELS OF OPEN ENDED THERAPY WITH INDIVIDUALS
The student is required to select one 4 unit course from 521, 522, 523, 524, 525, 526 and 527. In this series, a range of psychoanalytically-oriented treatment models is available for study. For 4 units, the student analyzes the model in its historical context, identifying central substantive issues and evaluating its underlying theory with respect to clarity, consistency, logic, parsimony, and applicability to the student's own practice. Limitations of the theory are to be identified. The student may also wish to consider six meta-concepts that are indispensable to any clinical theory of psychoanalytically oriented psychotherapy, as abstracted by Gregory Bellow, PhD., which are: illness; health; diagnosis; psychic structure and function; development; and amelioration.
521 Classical Freudian Analysis
The student elucidates classical psychoanalytic therapeutic methods and techniques, such as the analytic stance, free association, resistance, neutrality, analytic regression, complex analysis, transference analysis and interpretation, dream interpretation, etc., against the background of one or more central theoretical themes from classical theory (e.g., structural theory, topographic theory, drive theory) for 2 units and integrates this elucidation with case material from his/her own practice in that organization for 4 units
522 Ego Psychology
The student elucidates therapeutic methods and techniques specific to ego psychology—such as resolution of conflict through supporting and strengthening the ego toward becoming a flexible and resilient mediator between id and superego demands, analysis of ego defenses, analysis of transference, counter-transference and enactments in the therapy relationship—against the background of a selected ego psychology theory, as described under course 312, for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.
523 Kleinian Theory
The student elucidates therapeutic methods and techniques specific to Kleinian and neo-Kleinian analysis—such as transference interpretation and innate phantasy, innate aggression, envy, and greed, analysis of splitting, the paranoid-schizoid and depressive positions—against the background of basic Kleinian and neo-Kleinian theory, as described under course 313, for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.
524 British Object Relations Theory
The student elucidates therapeutic methods and techniques specific to one or more of the relational/structural models developed by W.R.D. Fairbairn, Harry Guntrip, D.W. Winnicott, or Wilfred Bion and other contemporary writers as described under course 313—W. D. Winnicott’s concepts of holding environment, transitional space, and play in the therapeutic relationship, or Bion’s concept of therapeutic action are examples—for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.
525 Self Psychology
The student elucidates therapeutic methods and techniques specific to Self Psychology—such as ways of relating in the self-object transferences, empathy and interpretation of empathic failure toward supporting the capacity for transmuting internalization, and understanding of anger and aggression in the therapeutic relationship—against the background of Self-Psychology theory in the writings of Heinz Kohut and his followers, including Goldberg, Stolorow, Lachmann, and the Ornsteins, for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.
526 Contemporary Neo Analytic Practice Theories
The student elucidates the specific implications for therapeutic method and technique of a body of neo analytic theory such as those developed by Michael Balint, Jacques Lacan, Larry Hedges, Roy Schafer, George Klein, Robert Langs, Otto Kernberg and John Gedo—Robert Langs’s concept of frame and the interpretive use of the phenomenology of the transference and counter-transference relationship, for example—for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.
527 Attachment Theory & Psychotherapy
The student elucidates the clinical usefulness of attachment theory and research, including attachment history, neurobiology, attachment styles, and the therapeutic attachment relationship, for psychotherapy—such as descriptive interpretation and elucidation of early attachment experiences and their manifestation in internal “working models”—against the background of the writings of John Bowlby and contemporary psychodynamic attachment practitioners, as described under course 316, for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.
528 Jungian Analytic Psychology as a Model of Therapy
The student elucidates the methods of Jungian therapy, encompassing the developmental/clinical and the synthetic/symbolic models—such as archetypal versus regressive transference, mutuality and the role of counter-transference, use of dreams, active imagination, amplification, and the expressive methods: sandplay, dance/movement ,and art—for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.
529 Relational and Intersubjective Models of Therapy
The student elucidates the implications of the concepts of the relational and intersubjective models for the therapeutic relationship and the conduct of therapy—such as mutual influence and the co-construction of meaning and experience, therapeutic and intersubjective fields, the “intersubjective third,”—against the background of the writings of such theorists as those listed under courses 318 and 319, for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.

530 SERIES: OTHER MODELS OF THERAPY
532 Existential Therapy
The student elucidates the implications for psychotherapeutic methods of such concepts as "I Thou," personal freedom and responsibility, and the "absurd" in the writings of such thinkers as Martin Buber, Rollo May, Ludwig Bingswanger, Andras Angyal, Victor Frankl, and Medard Boss, for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.
533 The Humanistic Approach to Treatment
The student elucidates the methods and techniques of the client centered system of Carl Rogers and his followers—such as non directive therapy, unconditional positive regard, and therapist-patient congruence—for 2 units and integrates this elucidation with case material from his/her own practice for 4 units
534 Gestalt Therapy
The student elucidates the methods and techniques of Gestalt therapy—such as promoting the enactment of imaginal interactions between the client and inner and outer objects—against the theoretical background in the work of Fritz Perls and his followers for 2 units and integrates this elucidation with case material from his/her own practice for 4 units

540 SERIES: CONTEMPORARY TREATMENT MODALITIES
541 Family Therapy
The student elucidates the methods and techniques of one contemporary school of family therapy—such as structural (Minuchin), strategic (Palazzoli), communications/systemic (MRI), and intergenerational (Bowen, Steirlin)—against the background of their theoretical foundations, for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.
542 Couple Therapy
The student elucidates the methods and techniques of one or more approaches to couples therapy—such as, Virginia Satir’s work or Carol Jenkin’s theory of interlocking subjectivities--against the background of their theoretical foundations, for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.
543 Child Therapy
The student elucidates the methods and techniques--including level and model of interpretation, treatment of both parent and child--of a selected theoretician in the field of child therapy—such as Melanie Klein, Anna Freud, Virginia Axline, Selma Fraiberg, and Richard Gardner—against the background of the underlying theory, for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.
544 Short Term Therapy
The student elucidates, compares and contrasts the methods and techniques of several models of psychodynamically-oriented short term therapy—such as James Mann, Peter Sifneos--as well, behaviorally oriented models—such as Reid and Epstein— or the Functional School of casework practice--against the background of their theoretical foundations, for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.
545 Crisis Intervention
The student elucidates the methods and techniques of crisis intervention, contrasting its goals and methods with other forms of brief treatment, against the background of their theoretical foundations—such as can be found in the writings of Gerald Caplan, Naomi Golan, Lydia Rapoport, and Howard Parad, among others--for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.
546 Psycho-tropic Medication and Psychotherapy
The student critically examines the literature regarding indications for referral of patients to psychiatrists for evaluation of the need for psychotropic medication and examines the dynamic issues that can arise in the treatment when such referrals are made—such as split transference, attitudes toward suffering, etc.— for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.
547 Group Therapy
The student elucidates methods and techniques of one model or theory of groups and examines group dynamic processes—such as developmental stages of a group, issues in preparation and selection for entry into the group, group contracts, individual and group resistance, defense mechanisms, transference and counter-transference manifestations, and termination phenomena-- for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.
548 Behavior Therapy
The student elucidates the methods and techniques arising from the principles of behavior modification (operant conditioning, respondent conditioning, positive and negative reinforcement, systematic desensitization), learning theory, and psycho-education, as they are applied to the treatment of a wide range of problems, including phobias, panic disorder, social phobia, social skills training, childhood and adolescent behavior problems, communication training, behavioral self-control training, sexual dysfunctions, and others, using the theoretical writings of such theorists as B. F. Skinner, J. Wolpe, M. Mahoney, A. Bandura, H. Eysenck, E. Foa, D. Barlow, C. Franks, G. Patterson, among others, for two units and integrates this elucidation with case material from his/her own practice for 4 units.
549 Cognitive and Cognitive-Behavioral Therapy
The student elucidates the methods and techniques of a treatment theory—such as: CBT treatment of depression of Aaron Beck; appraisal theory of R. Lazarus; rational-emotive therapy of A. Ellis; self-instructional therapy of D. Meichenbaum; mood therapy of D. Burns—all of which highlight the effect of cognitive distortions, negative thoughts, automatic thinking, and underlying negative cognitive schemata upon dysfunctional emotion and behavior for two units and integrates this elucidation with case material from his/her own practice for 4 units. Other influential CBT theorists are: J. Persons; S. Hollon; L. Craighead; P. M. G. Emmelkamp; S. P. Hinshaw, J. Safran, and the student will notice that there are “rationalist” and “constructivist” cognitive approaches, the constructivist approach being more compatible with psychodynamic ways of thinking.
550 Integrative Psychotherapy
The student elucidates the implications for the methods and techniques of psychotherapy of assumptions of integrative psychotherapy found in the writings of such authors as P. Wachtel (integration of psychoanalysis and behavior therapy), M. Linehan (dialectic behavior therapy), M. Goldfried, J. Norcross, L. Beutler, H. Arkowitz, M. Messler, Stricker and Gold, P. Clarkson, T. Carere and others?such as: 1) there is the potential for two or more divergent methods and techniques of psychotherapy to complement one another; 2) empirically, virtually all psychotherapists work eclectically, using methods and techniques that work; 3) integrative psychotherapy is concerned with why particular methods and techniques work; 4) there is a need for a meta-theory of principles of psychotherapeutic change?for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.
551 Post-Modern Psychotherapies
The student elucidates the implications for the methods and techniques of psychotherapy of the assumptions of post-modern psychotherapy—including 1) social constructivism; 2) disavowal of the role of the expert; 3) collaborative and consultative stance with clients; 4) highlighting of client strengths; 5) non-pathological view of human functioning; 6) identifying oppressive dominant cultural narratives and the creation of alternative, constructive life stories—found in, for example, narrative therapy (M. White, D. Epston, etc.) and brief solution focused therapy (Insoo Kim Berg, Steve de Shazer) for two units and integrates this elucidation with case material from his/her own practice for 4 units.
552 Interpersonal and Cultural Approaches to Therapy
The student elucidates the implications for the methods and techniques of psychotherapy of the assumptions in the works of writers such as Harry Stack Sullivan, Karen Horney, William Allison White or Eric Fromm—such as, the human being is an organism in interaction with the social world and lives in a cultural context--for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.

560 SERIES: SPECIAL TOPICS IN THEORIES AND METHODS OF TREATMENT
With permission of the Educational Committee, the student selects and critically examines the writings of a theoretician of significant stature in the field who has made an important contribution to treatment theory
561 The Student’s Theory of Therapy (2 units of credit)
With as little reliance on existing theory as possible, the student articulates his/her own ideas as to how therapy works. The theory will necessarily include the student’s view of human nature, what brings clients to therapy, and what in the therapeutic process leads to change in clients. This course, with the consent of the mentor, may be completed in the Clinical/Theoretical Colloquium. When it is completed in the Colloquium, credit is given when the mentor receives the completed paper and the formal written critique provided by a member of the colloquium.
562 Models and methods of treatment with special populations
The student elucidates theoretical models and methods of treatment related to special groups, including, but not limited to, older adults, individuals with disabilities, individuals with special medical problems, such as HIV, AIDS, chronic diseases, addictions, etc., for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.

570 SERIES: ISSUES IN PSYCHOTHERAPY
Independent study courses 571 through 575 require the student to elucidate, disparate practice methods and theories relating to their chosen topic, exploring the theoretical background and unanswered questions, for 2 units and integrates this elucidation with case material from his/her own practice for 4 units.
571 Transference and Counter-transference
572 Case Management and Therapeutic Alliance
573 The Use of Dreams in Psychotherapy
574 Issues of Therapeutic Technique
575 Diagnostic Schemata and Methods
The student critically examines the contrasting emphases of psychodynamic diagnosis, psychiatric diagnosis (DSM IVR), structural/systemic diagnosis, and a phenomenological perspective and the relevance of diagnosis to treatment.
576 Phases/Stages of Long Term Treatment
The student studies the shifting emphases during the beginning, middle and termination phases of treatment.
577 Termination

590 SERIES: RESEARCH ISSUES IN CLINICAL PRACTICE
Research is examined by the student in the area of clinical practice. The student critically analyzes the material from a research point of view as well as commenting on its significance to the clinician.

600 SERIES: CLINICAL EDUCATION AND ADMINISTRATION
One 2 or 4 unit course is required in this series. A minimum of two units required.
601 Clinical Supervision
The student explores issues such as: parallel process, teaching the use of counter-transference in psychotherapy, supervision as contrasted with therapy, use of process recording as a teaching instrument, learning styles and blocks and special issues pertinent to group supervision. The learning stage of both the supervisee and the supervisor are considered.
602 Clinical Consultation
The student examines the parameters of clinical consultation, differentiating it from both therapy and from the ongoing supervisory process.
603 Administration in a Clinical Setting
The student explores administration at several levels, selecting themes for examination. Among these are: splitting and projective process in organizations, skills and criteria for managerial effectiveness, organizational issues in designing programs, establishing program goals and strategies, maximizing staff performance, program and performance evaluation, building effective staff relations.
604 The Advanced Professional: Unique Educational Issues
The student critically analyzes the literature relating to special learning issues confronting the advanced, autonomously functioning professional who resumes the student role.
605 Theories of Education: Historical Development, Social Context, & Implications
Historical development, assumptions, social context, social implications, and impact of a specific theory of education as applied to clinical education (e.g., Charlotte Towle’s theory of learning styles or Ekstein’s and Wallerstein’s theory of learning problems and problems about learning.).
606 Preparation Of Papers For Publication (2 units of credit)
The student rewrites a four-unit paper, making it suitable for publication in a specific journal, adapting the paper to the various requirements of the journal. The paper must be submitted to the journal, and, at the mentor’s discretion, the student may be required to rework the paper according to whatever critique of the paper is received from the journal. Actual publication of the paper is not required in order for the student to receive credit.
607 Preparation Of Papers For Oral Presentation (2 units of credit)
The student reworks a four-unit paper making it suitable for oral presentation to a professional group and presents it, obtaining evaluations of the presentation. If the presentation is made in a convocation, the CEU evaluations will suffice. The method of evaluation of presentations in other settings will be worked out by the mentor and the student to suit the situation.

700 SERIES:THEORIES AND METHODS OF RESEARCH
Three courses are required. Requirements in this learning area are met in the classroom rather than in Independent Study.
710, 720, 730 Research Seminar: Theory, Concepts, and Process
(Two units each. Six total units.)
This is a three trimester course which begins in the second year with an introduction to research theories and discussion of fundamental epistemological questions faced by the researcher. The focus is on inculcating research thinking with reference to clinical data and other social phenomena. Research designs and methods, both quantitative and qualitative, are discussed. The dissertation process is covered in the last trimester. The Epistemological Colloquium is prerequisite to these seminars.
740 Dissertation Proposal Tutorial (Maximum of one unit)
This is a tutorial that meets six hours per trimester, three trimesters of which are required for students who have completed the required colloquia and the research seminar and who are anticipating the dissertation, though they may not have completed their educational plan courses.