2019 - 2020 Child and Adolescent Psychoanalytic Psychotherapy Training Program (CAPPTP)

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

Infancy and Early Childhood

Psychoanalytically oriented treatment of children and adolescents make demands on the therapist that are different than treatment of adults. From infancy through adolescence, children are always on the threshold of experiencing their minds and bodies in new ways. How do we reach these inner worlds when they often cannot use words to tell us about their experience? Children often communicate through play, but some cannot play. The therapist has the task of bringing together the child's behaviors, and their own countertransference reactions, to try to arrive at the underlying meanings of the child's inner world.

The Child and Adolescent Psychoanalytic Psychotherapy Training Program (CAPPTP) is a two-year training program consisting of seminars that address the relational, environmental, and intra-psychic processes for both parent and child, and offers in-depth examples of interventions. The training program uses class discussion, readings, case presentations by instructors and participants, and individual clinical supervision to enrich and enliven clinical work and theoretical understanding.


Meet with Faculty, Current Students and Other Prospective Applicants
Discuss a Paper Illustrating Contemporary Child Psychoanalytic Psychotherapy

Wednesday, June 5, 2019
7:15pm - 9:15pm

Learn more →

Student participation in weekly individual supervision with experienced faculty is fundamental to the CAPPTP training experience. Each trainee completes at least 50-hours of supervision. This in-depth supervision focuses on individual growth by fostering each trainee’s unique skills and working through the specific challenges each trainee experiences in his or her clinical work as well as providing a place for clinical consultation and mentorship. CAPPTP supervision is not intended to provide caseload oversight, but is focused solely on furthering each trainee’s education as a psychoanalytic psychotherapist. Supervisors are chosen from some of SFCP’s most experienced faculty at reduced fees. Supervision occurs in supervisors’ private offices. Supervision fees are separate from tuition and are determined on a case-by-case basis according to our sliding scale guidelines.

The upcoming year (Fall 2019) of this two-year program addresses infancy and early childhood. The following year, our program addresses school-age children, adolescents, and the integration between child and adult work. Both years will include a case conference seminar where students will have the opportunity to present and discuss a specific clinical case to the group. Attention will be paid to different theoretical orientations and to cultural and sexual diversity.

Benefits of enrollment include subscription to PEP-Web and Community Membership at SFCP. All students are also entitled to attend all child colloquia held at SFCP. The Child Analytic Program of the San Francisco Center for Psychoanalysis provides a free series of presentations demonstrating the scope of child psychoanalysis today. These events offer an opportunity to hear a range of ideas and participate in discussions contributing to enriching clinical work and theoretical training.

Please Note: This is a two-year commitment and students are required to complete 50 hours of supervision with a supervisor chosen from any Child and Adolescent Psychoanalytic Psychotherapy faculty. We will be offering an informational Open House in the Spring of 2019. Applications will be accepted for the September 2019 program beginning in January 2019.

Submitting an application to CAPPTP

Applicants to CAPPTP must submit this electronic application as well as supplemental materials and application fee requested below. Applications will not be considered complete until all application materials and fees have been received by the SFCP Office. Applicants who submit completed applications by June 7th, 2019 will be guaranteed consideration for matriculation in September 2019. Applications submitted after June 7th, 2019 will be considered only if there are spots available after on-time applicants have been offered admission. In recent years, there have been more applicants than positions. Qualified applicants who are not offered 2019 admission may be offered a position on the 2019 waiting list.

Dates: Wednesdays, September 4, 2019 - May 27, 2020
Time: 07:30pm - 09:00pm
Location: San Francisco Center for Psychoanalysis
444 Natoma Street
San Francisco, CA 94103
Tuition Fee: $ 1,750.00
How to apply: Click here to download 2019 - 2020 CAPPTP Application Form →

Michael Donner, PhDRebecca Schwartz, PhD, and Debbie Vuong, MFT
Wednesday, September 4, 2019

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 11, 18, 25; October 2, 9, 2019

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 16, 23, 30; November 6, 13, 2019

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, November 20; December 4, 11, 18, 2019; January 8, 2020

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, January 15, 22, 29; February 5, 19, 2020

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, February 26; March 4, 11, 18, 25; April 1, 2020

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 15, 22, 29; May 6, 13, 20, 2020

Michael Donner, PhDRebecca Schwartz, PhD, and Debbie Vuong, MFT
Wednesday, May 27, 2020


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