Child Psychotherapy Training Program

Rebecca Schwartz, PhD and Debbie Vuong, MFT, Co-Chairs

Latency and Adolescence

Psychoanalytically oriented treatment of children and adolescents makes demands on the therapist that are different than treatment of adults. Older children are on the threshold of experiencing their minds and bodies in new ways. How do we reach these inner worlds when they often can’t use words to tell us about their experience? The current year of this two-year program addresses school-age children and adolescents. Children often communicate through play, but some can't play. The therapist has to bring together the child's behaviors, and their own countertransference reactions to try arrive at the underlying meanings of the child's world. This two-year series of seminars addresses the relational, environmental and intra-psychic processes for both child and parents, and offers in-depth examples of interventions. The seminars use class discussion, readings and case presentations by instructors and participants. Attention will be paid to different theoretical orientations and to cultural and sexual diversity.

Certificate Program Option: 
The Child Psychotherapy Training Program is offering interested students the option of completing a certificate program. Upon completion of the program the student will be awarded a certificate from SFCP stating that they have completed the program in Child Psychotherapy Training. In order to receive the certificate, the student must:

  1. complete the two year curriculum; and
  2. complete 40 hours of supervision with a supervisor chosen from any Child Psychotherapy Seminar faculty, including those not currently teaching. Reduced fee supervision may be available if needed.

Students may enter at either year. 
Students are entitled to attend all child colloquia held at SFCP. Benefits of enrollment also include subscription to PEP and Community Membership at SFCP. Please note: This is a year-long commitment.

Date: Wednesdays, September 7, 2016 - May 24, 2017
Time: 07:30pm - 09:00pm
Sessions: 34 Sessions
Location: San Francisco Center for Psychoanalysis
444 Natoma Street
San Francisco, CA 94103
Tuition Fees: $ 1,650.00  General Admissions
$ 1,550.00  Students with a copy of Student ID provided
 
Readers and CME/CE credits fees are not included in the tuition 
A Two-Installment-Plan option is available 
see Registration Deposit, Refund Policy, Readers and CME/CE Fees Information tab for details
CME/CE: This program has been awarded 51 CME/CE credits.

Course Descriptions

The first day of this course will begin with an orientation to the Child Psychotherapy Training year, with all faculty attending to introduce their seminars. The course will focus on the intriguing developmental stage of latency. What do we mean by latent? Are we thinking of an age, a stage, a position, a construct, or a state of being? Clinical material will illustrate these different aspects of the “latency period” as they emerge between therapist and child. We will discuss assessment of latency development in the context of recommendations for treatment and treatment goals, working with latency children with developmental differences, paying attention to social development, and consider the parent’s role in the child’s treatment.

Myrna Frankel, LCSW, Member & Faculty, SFCP 
Debbie Vuong, MFT, Member & Faculty, SFCP 
Wednesdays, September 7, 14, 21, 28; October 5, 2016 
This seminar has been awarded 7.5 CME/CE credits.

Educational Objectives
Participants will be able to

  1. describe the developmental stage of latency and the associated states and traits through case material.
  2. explore the interrelations between the emotionally vivid interactions between therapist and the latency age child in the consulting room.
  3. describe a specific model using psychoanalytic and group theory concepts to conceptualize group work with latency aged children.
  4. describe the complexities of working with parents of the latency age child.

Play provides a medium where a child's emotional realities can be understood and transformed. What are the different faces and levels of play with latency aged children? We will examine from various theoretical perspectives how the child therapist enters the play, listens with her whole being, and utilizes her countertransference and imagination to move around inside the play's metaphors. When might a child therapist reflect and offer interpretations from outside the play and when might she communicate what she has understood in and through the play? We will also utilize clinical material to explore play with difficult to reach latency aged children, such as those who are autistic or severely neglected.

Kristin Fiorella, MFA, MFT, Child Candidate, SFCP & Adult Candidate, PINC 
October 19, 26; November 2, 9, 16, 30, 2016 
This seminar has been awarded 9.0 CME/CE credits

Educational Objectives
Participants will be able to

  1. differentiate three theoretical perspectives of play.
  2. describe play for the latency aged child.
  3. describe the importance of play for thinking and introjection.
  4. identify mutative moments in play.
  5. identify technical implications for play with autistic and severely neglected latency aged children.

The transition to adolescence is a dynamic and intense one. It is a time of gathering and transforming oneself while confronted by changes in one’s body and one’s thinking. At the same time, infantile issues always are present with more evolved processes and feel particularly ripe in this transitional process to adolescence. This course will present both theoretical and clinical ideas about pre-adolescence looking at relationships, complicated feelings, cultural pressures and family dynamics.

Reyna Cowan, PsyD, LCSW, Personal and Supervising Analyst at PINC and Faculty, SFCP and PINC
Wednesdays, December 7, 14, 2016; January 4, 11, 18, 25, 2017 
This seminar has been awarded 9.0 CME/CE credits.

Educational Objectives
Participants will be able to

  1. use writings on child treatment to develop a working understanding of their own clinical cases.
  2. develop a working understanding of what a child is communicating through their play and how to use interventions to make contact with the child.
  3. formulate an idea of how to use one’s countertransference in clinical work.
  4. learn how to use the squiggle game as a way to understand the internal world of the child.
  5. utilize developmental and theoretical concepts as a way to understand what a child is communicating

Participants will have the opportunity to present detailed process notes of sessions from their own active child cases to their fellow classmates and to two experienced clinicians who will facilitate the discussions. Following each session closely we will trace the emotional tone of the patient-therapist interactions and the transference-countertransference. We will try to identify the child’s level of psychic functioning and his or her anxieties and defenses. We will discuss how to establish an appropriate frame and how to formulate interpretations or interventions, which have the potential to facilitate the child’s psychic integration and growth. Working with the child’s parents to support the treatment will be considered as well.

Era A. Loewenstein, PhD, Training and Supervising Analyst, & Faculty, SFCP 
Gregory Villalba, LCSW, Advanced Candidate, SFCP 
Wednesdays, February 1, 8, 15, 22; March 1, 8, 2017 
This seminar has been awarded 9.0 CME/CE credits

Educational Objectives
Participants will be able to

  1. observe and reflect upon the processes within the therapeutic interaction of the presenting therapist as they occur.
  2. listening to the case presented by their fellow classmate participants will be able to identify, with the facilitators help, the most appropriate points for therapeutic interventions.
  3. observe and listen for the child’s response to the presenting therapist’s therapeutic interventions.
  4. suggest how to integrate the child’s responses to the therapist’s interventions into further interactions, reflection and interventions.
  5. identify at least two leading anxieties and defenses to these anxieties in the case presented

This tour of adolescence will consider “what’s normal, what’s not.” Through didactic material and case discussion, we will consider such issues as gender identity, sex and sexual development within the context of the psychological and physiological stages of adolescence. From Middle School to High School, peer pressure, school and family provide a context for the development of the adult mind, distinct but engaged with the oedipal and preoedipal family.  Sex, drugs, and social media all provide for the expression of the seething cauldron of this complex developmental period.

Michael B. Donner, PhD, Member, Faculty & President, SFCP 
Diana C. Fuery, PhD, LCSW, Member & Faculty, SFCP 
Wednesdays, March 15, 22, 29; April 5, 12, 19, 26; May 3, 2017 
This seminar has been awarded 12.0 CME/CE credits.

Educational Objectives
Participants will be able to

  1. distinguish between "what's normal, what's not" in adolescent development.
  2. distinguish the ways that gender identity, sex and sexual development arise within the context of the psychological and physiological stages of adolescence.
  3. learn how peer pressure, school and family provide a context for the development of the adult mind.
  4. describe how sex, drugs, and social media all provide for the expression of the developmental period.
  5. apply the various principles and issues of adolescent development directly to clinical work via case presentation and clinical discussion.

What do we mean by the phrase “working through the mother, or the father?” There is the suggestion that by treating adults we are treating children and, perhaps, vice- versa. We could understand the use of collateral visits as suggesting the possibility that by treating children we are treating adults. Technically and theoretically, how can we understand these ways of working and thinking about children and how these ideas can be applied to work with adults. What is play? What is enactment? How do adults and children use this in between space similarly and differently? We will think together about these questions using the clinical material and readings.

Amy Tyson, MD, Member & Faculty, SFCP 
Wednesdays, May 10, 17, 24, 2017 
This seminar has been awarded 4.5 CME/CE credits.

Educational Objectives
Participants will be able to

  1. define the theory and technique behind the use of play with children.
  2. define theory and technique behind the use of enactment with adults.
  3. reflect on how the process of the child therapeutic interaction is similar and different from the therapy process with adults.
  4. integrate these observations and present some creative examples to the class that will enrich our work with both children and adults: i.e. experimental uses of fantasy play with adults, uses of the couch with adults and experimental ways of working with parents while working with children.

Certification Program Option

The Child Psychotherapy Training Program is offering interested students the option of completing a certificate program.  Upon completion of the program the student will be awarded a certificate from SFCP stating that they have complete the program in Child Psychotherapy Training.  In order to receive the certificate, the student must:

  • complete the two year curriculum; and
  • complete 40 hours of supervision with a supervisor chosen from any Child Psychotherapy Seminar faculty, including those not currently teaching.  Reduced fee supervision may be available if needed.

Eligibility

If you have any questions about your level of preparation, please contact the SFCP Office at 415-563-5815.

Registration Deposit

A $ 300.00 registration deposit is due upon registration.  This $ 300.00 deposit is fully refundable until August 7, 2016, and the remaining balance is due in full by August 15, 2016.

Two-Installment-Plan Option

A Two-Installment-Plan option is available for this program.  Tuition can be paid in two equal installments that will be processed on September 1, 2016 and January 2, 2017.  SFCP must have a current/active credit card information on file to be used for the payments.  To apply for the Two-Installment-Plan, one must contact the SFCP Office to arrange this option before August 15, 2016.

Readers Fee

Charges for reading material required for the seminars are not included in tuition.  They are based upon copyright laws and change based on the content of the readers.  The charges will be billed to you separately.  Please submit your registration and your tuition payment two weeks in advance in order to receive reading materials before the course starting date.

CME/CE Credits Fee

The credits cost per hour is $10 for all SFCP members, and $12 for non-SFCP members.  SFCP has established a cap cost of $200 for credits requested per program.  The cost of CME/CE credits is separate from the program fees and billed individually upon the request for credits at the end of the seminar.

Refund Policy

Before the Program Start Date

  • There will be a full refund if one requests to drop the program on or before August 7, 2016.
  • There will be a 10% cancellation fee if one requests to drop the program between August 8, 2016 and September 6, 2016.

After the Program Start Date

  • There will be a $ 300.00 cancellation fee if one requests to drop the program on or after September 7, 2016.  There will be no refund for classes in progress, and SFCP will provide a pro-rated refund of tuition for classes not yet begun.
  • The Readers fee is not refundable.

CME/CE Credits Policy and Attendance Requirement

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 4.5 to 12.0 credits as listed for each individual program (please refer to the program description tab), 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 4.5 to 12.0 CE credits on an hour for hour basis (please refer to the program description tab).

PSYCHOLOGISTS: Psychologists attending SFCP events approved for CME credits may report AMA PRA Category 1Credit(s)™ toward their CE requirements. Psychologists self-certify the number of hours they have completed on their renewal form (whether online or paper). The San Francisco Center for Psychoanalysis is approved by the American Psychological Association to sponsor continuing education for psychologists. The San Francisco Center for Psychoanalysis maintains responsibility for this program and its content.

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: Rebecca Schwartz, PhD, Debbie Vuong, MFT, Myrna Frankel, LCSW, Kristin Fiorella, MFA, MFT, Reyna Cowan, PsyD, LCSW, Era A. Loewenstein, PhD, Gregory Villalba, LCSW, Michael B. Donner, PhD, Diana C. Fuery, PhD, LCSW and Amy Tyson, MD. All conflicts of interest have been resolved in accordance with the ACCME Updated Standards for Commercial Support.

Physicians, Social Workers, Marriage and Family Therapists, and Registered Nurses will be awarded AMA PRA Category 1 Credit(s)™ on an hour for hour basis; see the program description for the maximum of credits awarded for each program.

Psychologists participating in long-term programs (lecture series) who can demonstrate a minimum of 80% attendance for a seminar within the series, are eligible to obtain these credits by notifying the SFCP office after the seminar has ended. Seminars of 4 sessions or fewer require 100% attendance. Participants will pay the appropriate fee for the seminar (based on the number of credits they obtain), and then will receive a verification letter of their attendance.

100% attendance is required for short-term programs (individual course).