2018 - 2019 East Bay Yearlong Program

Lara Weyland, PhD and Jan Chess, PhD, MFT, Co-Chairs
David Socholitzky, PhD, Susan Yamaguchi, LCSW, and Diana Fuery, PhD, LCSW, Committee Members


“…the soul of analytic technique is to free analyst and patient from the normal social constraints and so favor development of the inner world.” Neville Symington, 1983

What do we mean by therapeutic action and what are the theoretical constructs and clinical applications that help us deepen our clinical work? Freud’s psychoanalysis was a “one-person psychology” that privileged the patient’s insight delivered through the authority of the analyst. His belief that “cure,” achieved through the uncovering of early unconscious repressed experiences, would “free” the patient from earlier developmental stages of fixation. As ideas developed by Klein and her followers, Bion and the British Middle School concerning “what worked’ evolved, an exploration of what happens in and between the minds of the patient and analyst became critical to understanding analytic process. Contemporary analytic thinkers consider affective relatedness crucial for therapeutic growth, as it is analyst’s receptivity, openness, and ability to interpret unconscious processes that facilitates therapeutic action.

Dates: Fridays, September 7, 2018 - May 24, 2019
Time: 12:00noon - 01:30pm
Sessions: 33 Sessions
Location: The Dream Institute
1672 University Avenue
Berkeley, CA 94703
Program Fee: $ 1,300.00  General Admission
$ 1,170.00  SFCP Community Members

Readers Fee is not included in the tuition
A Two-Installment-Plan option is available
See Policies tab for details
Class Size: Registration will be limited to 8 participants.
To Register: Click here to be added to the Waiting List →
Note: This program has reached its maximum registration limit, but a Waiting List is available.

More information will be available shortly.

In this course we present for discussion some key papers illustrating the movement from theories that emphasized symbolic interaction between therapist and patient to the contemporary theories of therapeutic action which recognize that therapeutic change requires real affective interaction between the two parties. This earlier work challenged existing paradigms, paved the way for the current proliferation of ideas about interaction, and identified powerful healing processes within the therapy dyad which continue to be relevant to contemporary clinical work. We will highlight a few of the numerous attempts made with the goal of understanding the paradigm shifts that led us towards the contemporary conviction that authentic connection and interaction within the therapeutic dyad is at the heart of therapeutic change. Theorists whose work will be discussed in this overview are: Ferenczi, Strachey, Klein, Racker, Tower, Balint, Sandler, Bion, Winnicott, and Ogden.

David Socholitzky, PhD and Susan Yamaguchi, LCSW
Fridays, September 7, 14, 21, 2018
This seminar has been awarded 4.5 CME/CE credits.

Educational Objectives
Participants will be able to

  1. distinguish theories of therapeutic action focusing upon symbolic interaction rom theories of therapeutic action whose key focus is upon real or here-and-now interaction.
  2. develop an understanding of the history of theorists’ efforts to understand therapeutic action and the similarities and differences of the clinical theories posited by the various paradigms of therapeutic action discussed during this course.
  3. integrate an understanding of these differing clinical and theoretical paradigms into their own clinical work and understanding of therapeutic change.

“It is impossible to love the truth of psychic reality, to be moved by this love as Freud was in his lifework, and not to love and care for the object whose truth we want to discover. To discover truth about the patient is always discovering it with him and for him as well as for ourselves and about ourselves. And it is discovering truth between each other, as the truth of human beings is revealed in their interrelatedness.”

…Hans Loewald, Psychoanalytic theory and the psychoanalytic process, 1960

In this seminar we will explore the therapeutic actions and interactions of psychoanalysis. We will turn our attention toward the work of Freud, Loewald, Bion, Ogden, and Civitarese to ground us, unseat us, and excite us as we investigate the origins and transformations of psychoanalysis as a therapeutic method.

Jeanne C. Harasemovitch, LCSW
Fridays, September 28; October 5, 12, 19, 26, 2018
This seminar has been awarded 7.5 CME/CE credits.

Educational Objectives
Participants will be able to

  1. identify and analyze the historical shifts and developments in the theory and practice of therapeutic action.
  2. define and critique the role of transference, countertransference, and reverie experience in therapeutic action.
  3. identify and assess unconscious processes in therapeutic action and their efficacy in the analyst’s and patient’s receptivity.
  4. identify, assess, and critique current theoretical and technical perspectives on therapeutic action.

What is the value and function of play in the therapeutic encounter? In conceptualizing play we will consider intrapsychic and interpersonal dimensions of playfulness in the consulting room. Winnicott’s theory of play and Ogden’s work on dreaming will enhance our understanding of therapeutic action that facilitates or impedes meaning making, creativity, imagination, spontaneity, and a sense of aliveness in our clinical work Every therapist or analyst has in mind both conscious and unconscious theories of psychological change.

Kirsten Beuthin, LMFT
Fridys, November 2, 9, 16, 30; December 7, 2018
(no meeting on November 22, 2018)
This seminar has been awarded 7.5 CME/CE credits.

Educational Objectives
Participants will be able to

  1. demonstrate an understanding of the capacity to play and its therapeutic action in the consulting room.
  2. conceptualize the development of transitional phenomena and potential space in understanding the value of play in the clinical encounter.
  3. explore dimensions of play, playfulness, and dreaming in the clinical setting.
  4. identify intrapsychic and interpersonal impediments through transference and countertransference in the use of playing and dreaming in the clinical hour.


Every therapist or analyst has developed conscious and unconscious theories of psychological change. Through discussion of group members’ cases, the group will take up the two aspects of the course: 1) Listening to case material presented so as to elucidate the way the therapist’s own conscious and unconsciously held theories of interaction have shaped her interventions and the process of the therapy; and 2) Discussing the theories of therapeutic action studied during the year as they may also prove useful to understanding the clinical material presented. This is a Didactic Case Conference offered in two four-week courses during the year. Theoretical material will be presented by the Instructors as the need arises during presentations. Lectures on topics of general concern which have been raised by presentations will also be offered. No readings will be assigned, but references to the appropriate literature will accompany lectures that are given.

David Socholitzky, PhD and Susan Yamaguchi, LCSW
Part I: Fridays, December 14, 2018; January 4, 11, 18, 2019
(no meetings on December 21 and 28, 2018; January 25, 2019)
Part II: Fridays, April 5, 12, 19, 26, 2019
This seminar has been awarded 12.0 CME/CE credits.

Educational Objectives
Participants will be able to

  1. recognize in themselves the conscious and unconsciously held theories of therapeutic action.
  2. recognize how their personally held- theories of therapeutic action influence and inform their own clinical work.
  3. recognize how the efficacy of these personally-held theories can be assessed by examining both their own and patients’ reactions and responses in specific clinical experiences.
  4. recognize how the differing theories of therapeutic action examined in this yearlong program might be useful to different patients, and at differing stages in a specific therapy.
  5. recognize how they might integrate a variety of approaches to facilitating therapeutic action in their own clinical work.

This course will look at theoretical and clinical information useful in the treatment of serious disturbances. The concept of a defensive structure, which the Neo-Kleinians called the Pathological Organization, will be studied. The history of its development will be traced, following its description from various psychoanalysts under diverse terms: Karl Abraham (“resistance against the psycho-analytic method”), Herbert Rosenfeld (“destructive narcissism”), André Green (“negative narcissism”), Wilfred Bion (“ego-destructive superego”), John Steiner (“psychic retreat”), and Donald Meltzer (“claustrum”). The usefulness and clinical relevance of the concept within the dynamic of therapeutic action will be examined within the context of various clinical examples. Readings will include the works of E. Bott-Spillius, J. Riviere, H. Rosenfeld, and J. Steiner.

Helen Schoenhals-Hart, Dr. med
Fridays, February 1, 8, 15, 22, 2019
This seminar has been awarded 6.0 CME/CE credits.

Educational Objectives
Participants will be able to:

  1. )understand the historical development of the concept pathological organization.
  2. develop more skill in recognizing a patient’s pathological organization that will be helpful in one’s clinical work.
  3. gain some technical skills in dealing with a pathological organization when confronted with it in one’s clinical work.
  4. recognize that while pathological organizations are formed as defensive reactions, which are not specific to cultural or racial aspects, cultural considerations are none the less important to keep in mind in treating patients with a pathological organization.


Georgine Marrott, PhD
Fridays, March 1, 8, 15, 22, 2019
This seminar has been awarded 6.0 CME/CE credits.

Educational Objectives
Participants will be able to

  • to describe the interrelation of the psychic and the somatic.
  • to evaluate Bion's clinical examples as a basis for his supposition that "vision" and "seeing" are the physical basis for his patient's ability to see and and to know his internal reality.
  • to link the Kleinian concepts of the paranoid-schizoid position and the depressive position to the shifts in the patient's form and type of anxiety with his capacity to tolerate difficult emotional experience.
  • to consider what and how cultural factors might affect the psyche-soma relation for individual patients and how they know themselves and see their world.

This course will focus on therapeutic action through countertransference and will include the works of Caper, Money-Kyrle, Pick and Strachey. Exploration of countertransference will include such issues as the difficulty of making a mutative interpretation, normal countertransference, countertransference deviations, and countertransference as a means of working through.

Robert Bartner, PhD
Fridays, May 3, 10, 17, 24, 2019
This seminar has been awarded 6.0 CME/CE credits.

Educational Objectives
Participants will be able to

  • describe the central importance of mutative interpretations to psychoanalytic clinical work.
  • illustrate why the analyst feels that mutative interpretations are dangerous and how this danger can be worked with productively by clinicians.
  • describe Money-kyrle's understanding of the normal flow of introjective and projective processes in the analytic process and how this process can become encumbered during periods of non-understanding by a spiral of increasing anxiety brought on by our need to repair our objects.
  • describe how harsh superego functioning can lead to prolonged introjective process in the analyst, increasing difficulties in metabolizing and re-projecting the patients material. By examining this process, students will be more able to make use of Money-kyle's insights in their own clinical work.


This program is designed for psychotherapists seeking further education in psychoanalytic psychotherapy. Participants in treatment with one of the instructors should inquire about the opportunity to take a comparable course in one of the other programs.

If you have any questions about your level of preparation, please contact either of the East Bay Extension Division Yearlong Co-Chairs, Lara Weyland, PhD, at 510-531-5354 or Jan Chess, PhD, MFT at 530-758-1162.

* A small number of participants with academic or artistic backgrounds may apply to the seminar series with permission of the Chair of the SFCP Extension Division. The Chair will consider these applications case-by-case and offer participation as space allows. In addition, anyone participating must meet with the Chair to discuss confidentiality rules concerning clinical material and sign an agreement to uphold confidentiality.

Registration Deposit

A $ 300.00 registration deposit is due upon registration. This $ 300.00 deposit is fully refundable until August 6, 2018, and the remaining balance is due in full by September 7, 2018.

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 7, 2018 and January 7, 2019. 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 September 7, 2018.

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.

Refund Policy

  • There will be a full refund if one requests to drop the program on or before August 6, 2018.
  • There will be a 10% cancellation fee if one requests to drop the program on or after August 7, 2018.
  • There will be no refund for classes in progress, and SFCP will provide a pro-rated refund of tuition for classes not yet begun.

CME/CE Credits Policy

California Medical Association LogoThe 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, 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 an entity recognized by the Board of Behavioral Sciences to provide Continuing Education Credits pursuant to Section 1887.4.3.

PSYCHOLOGISTS: Psychologists attending SFCP events approved for CME credits may report AMA PRA Category 1 Credit(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 (CEP 02677) on an hour for hour basis.

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.

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: All instructors 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.  All conflicts of interest have been resolved in accordance with the ACCME Updated Standards for Commercial Support.