2017 - 2018 Child Psychotherapy Training Program

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

Infancy and Early Childhood

Contemporary psychotherapy of children and adolescents makes demands on the therapist that are different than treatment of adults. Infants and children are having new experiences of their minds and bodies. How do we reach their inner worlds when they often can't use words to tell us about their experience?

The current year of this two-year program addresses infancy and early childhood. 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 to 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.

Dates: Wednesdays, September 6, 2017 - May 23, 2018
Time: 07:30pm - 09:00pm
Location: San Francisco Center for Psychoanalysis
444 Natoma Street
San Francisco, CA 94103
Program Fee: $ 1,700.00  General Admissions
$ 1,600.00  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 48.0 CME/CE credits.
To Apply: Click here to download 2017 - 2018 Child Psychotherapy Training Program Application Form →

Because CPTP participants come from quite varied clinical and experiential backgrounds there is often wide variation as well as familiarity and understanding of fundamental psychoanalytic concepts. Taking into account the level of familiarity and understanding that exists in this cohort, we will develop a shared and deeper understanding of fundamental psychoanalytic concepts that will emerge in later CPTP classes. The class will include readings, instructor presentations, and discussion of case material.

Michael Pastor, PhD
Wednesdays, September 6, 13; October 4, 11, 18, 2017
(no class on September 27th)
This seminar has been awarded 7.5 CME/CE credits.

Educational Objectives:
Participants will be able to

  1. Understand fundamental psychoanalytic concepts, especially concepts they will encounter throughout future CPTP classes.
  2. Identify psychoanalytic concepts underlying child and adolescent case material.
  3. Understand that psychoanalytic theories and concepts have evolved to the current pluralistic psychoanalytic world.
  4. Begin to clarify their own ideas about controversies that exist amongst psychoanalytic concepts.

How does a child engage with the world—both with their caregiver and with their own sense of self? This seminar will explore the many-faceted world of the young child through the purview of Winnicott and his theories on the use of the object and on play. We will use his thinking as an entryway to understand the clinical issues that impacts a young child through both clinical and theoretical articles.

Reyna Cowan, PsyD, LCSW
Wednesdays, October 25; November 1, 8, 15, 29; December 6, 2017
(no class on November 22nd)
This seminar has been awarded 9.0 CME/CE credits.

Educational Objectives:
Participants will be able to

  1. gain a working understanding of the work of D.W. Winnicott and how he creates a structure for looking at the way a child engages with her world.
  2. learn the difference between an environmental mother and an object mother and develop strategies to understand what is going on in a treatment between a child and therapist in the consultation room.
  3. learn techniques and strategies for play therapy with very young children.

This seminar highlights the 0-3 period of development and examines its critical, theoretical and clinical implications in the infant-parent relationship. We begin with an overview of attachment theory and research and its clinical implications, followed by the study of the Theory of Mind, Mentalization (P. Fonagy) and Separation-Individuation Theory (C. Settlage). The clinical significance of Separation Individuation Theory in the context of Object Relations/Interpersonal Theory is explored via case presentation. The concept of early intervention/prevention is explored in connection with diagnosis and treatment of autism and other developmental delays. A variety of treatment approaches including infant-parent therapy will be discussed.

Shahla Chehrazi, MD
Wednesdays, December 13, 2017; January 3, 10, 17, 24, 31, 2018
(no class on December 20th and 27th)
This seminar has been awarded 9.0 CME/CE credits.

Educational Objectives:
Participants will be able to

  1. distinguish between what is “normal” infant development and what is delayed or abnormal development and its implications on parent-child relationships.
  2. discuss the connection between attachment theory, interpersonal theory, separation individuation theory and the processes of internalization and mentalization.
  3. describe the recent infant research and its impact on parent-infant relationship.
  4. identify early signs of disturbance in parent-infant interaction.
  5. understand infant-parent therapy and how it complements traditional treatment approaches.

We will delve into the world of children aged 18 months to 3 years with an eye toward understanding normal development, which will then help us recognize when development begins to go awry. Clinical material and video footage will be used to illustrate some of the fun yet challenging milestones toddlers face as they hurtle toward increased independence.

Rebecca Schwartz, PhD and Gregory Villalba, LCSW
Wednesdays, February 7, 21, 28; 2018
This seminar has been awarded 4.5 CME/CE credits.

Educational Objectives:
Participants will be able to

  1. gain a working understanding of the major developmental stages that occur for children ages 18 months to 3 years.
  2. learn the difference between normal development, normal perturbations, and development gone awry.
  3. gain greater understanding about the challenges of parenting children in this age group.

Looking at normal development in 4-6 year olds we will see how physical, cognitive and psychological developments contribute to the maturation of the mind and personality, making possible stage specific psychological achievements such as the capacity for internal conflict, oedipal fantasy, identity consolidation, moral development and more. We will look at play in and out of the consulting room –using clinical examples to illustrate how to use play to understand a child’s internal world, as a primary mode of diagnostic evaluation and informing technique, diagnosis and treatment planning. Clinical material from both faculty and students will be utilized.

Phyllis Cath, MD
Wednesdays, March 7, 14, 21, 28; April 4, 11, 2018
This seminar has been awarded 9.0 CME/CE credits.

Educational Objectives:
Participants will be able to

  1. effectively assess 3-6 year old children diagnostically and evaluate their suitability for psychotherapy or other appropriate treatment.
  2. use theory appropriately to develop a psychodynamic formulation-understanding of a case and to use that formulation to inform clinical work and decisions about treatment approaches.
  3. create a developmentally informed treatment plan.
  4. make more effective use fantasy play in diagnosis and treatment-using the play to understand the conscious and unconscious communication of the child.
  5. better differentiate developmentally normative symptoms from those that require a therapeutic intervention.

Participants will have the opportunity to present detailed typed 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 as well as 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 and Gregory Villalba, LCSW
Wednesdays, April 18, 25; May 2, 9, 16, 23, 2018
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.

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 5, 2017, and the remaining balance is due in full by August 15, 2017.

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, 2017 and January 2, 2018.  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, 2017.

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 5, 2017.
  • There will be a 10% cancellation fee if one requests to drop the program between August 6, 2016 and September 5, 2017.

After the Program Start Date

  • There will be a $ 300.00 cancellation fee if one requests to drop the program on or after September 6, 2017.  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 9.0 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 9.0 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, Michael Pastor, PhD, Phyllis Cath, MD, Era A. Loewenstein, PhD, Shahla Chehrazi, MD, Myrna Frankel, LCSW, Mahima Muralidharan, PsyD, Elizabeth Bradshaw, PsyD, Reyna Cowan, PsyD, LCSW and Gregory Villalba, LCSW. 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).