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.

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
Sessions: 34 Sessions
Location: San Francisco Center for Psychoanalysis
444 Natoma Street
San Francisco, CA 94103
Tuition Fee: $ 1,750.00

Readers and CME/CE credit fees are not included in the tuition
See Policies tab for details
CME/CE: This program has been awarded a total of 48.0 CME/CE credits.
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 CAPPTP 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 CAPPTP 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
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 CAPPTP 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 16, 23, 30; November 6, 13, 2019
This seminar has been awarded 7.5 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, November 20; December 4, 11, 18, 2019; January 8, 2020
This seminar has been awarded 7.5 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, January 15, 22, 29; February 5, 19, 2020
This seminar has been awarded 7.5 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, February 26; March 4, 11, 18, 25; April 1, 2020
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 15, 22, 29; May 6, 13, 20, 2020
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.

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

Readers Fee

Charges for reading material required for the seminars are not included in tuition. Your readers will be prepared by CopyCentral, and the readers cost are based upon copyright laws and the content of the readers. The SFCP Office will inform you when your readers are available to be purchased from CopyCentral's website. Please note that CopyCentral may take 2 weeks to print and mail the readers to you, so we recommend you to purchase them as soon as they become available.

CME/CE Credits Fee

The credits cost per hour is $10. SFCP has established a cap cost of $200 for credits requested per program. The cost of CME/CE credits is separate from the tuition fee and billed individually upon the request for credits at the end of the seminar.

CE Attendance Policy

Please see individual course listings for the number of CE credits awarded, if applicable. Courses offering CE credit meet the requirements for CE credit for Psychologists, LCSWs, LPCCs, LEPs, and MFTs.

APA requires psychologists and other mental health professionals participating in all programs, including in long-term programs (lecture series) to demonstrate 100% attendance in order to be eligible to obtain CE credit. All participants must sign in at the beginning of each class or program and sign out at the end of the class or program. If participants miss a class in a seminar that is part of a long term program, they may be eligible to do “make-up” work for the missed class. Participants can meet with the class via Zoom or another “face to face” platform, if they are unable to attend in person. Alternatively, they can arrange to meet with the instructor, in person, to make-up the instructional time or can engage with the instructor via the “face to face” technologies, i.e. Face-time, Duo, Zoom, or others. This work must be completed within two weeks of the end of a seminar. Credit for the seminar will be awarded once the instructor notifies the SFCP office the time has been made up and the participant completes a course evaluation. No variable credit will be awarded for partial attendance.

CME/CE Credits Information and 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 the number of credits as listed under each individual seminars, 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.