Four Year Certification Program

• Course of Study
• Full- and Part-Time Students
• Academic Year
• Elective Courses
• Attendance
• Interruption of Study
• Certification
• Training and Evaluation
• Evaluation of Candidates
• Evaluation of Superivors and Instructors
• Personal Analysis
• Case Presentation
• Curriculum
• Courses
• Faculty

Download this information:

• Four Year Certification Program brochure (PDF)

To apply:

• Application for Four Year Program

For more information, call TRISP at 212 828.1042 or click here to email.

Course work and clinical case seminars are offered during the academic year which consists of two semesters (September through January and February through June). Classes meet every other Friday from 9:30 a.m. to 5 p.m. Each course runs for eight sessions of 1-1/2 hours each.

A full-time candidate is required to take four courses per semester and maintain weekly supervision and personal analysis (see supervision and personal analysis requirements). If a candidate is accepted to the Training Program on a part-time basis, a maximum of eight courses may be taken from the first or second year course offerings only. After having completed eight courses, a candidate must apply to the Training Committee to become full-time in order to remain in the Training Program.

A full-time candidate may request part-time status at any time during the training by petitioning the Training Committee. At that time the Training Committee will make a determination on a case by case basis regarding the requirements for continuing supervision and personal analysis.

The fall semester starts in September and runs through January. No classes are held on Rosh Hashanah, Yom Kippur, Thanksgiving and during a winter recess which includes Christmas and New Year's Day.

The Spring semester begins in February and runs through June. A spring recess covers the Easter holiday and Passover.

Elective courses will be determined on an annual basis by the Curriculum Committee according to the interests of the candidates and faculty.

A candidate who misses more than two classes of any one course will be denied course credit. In exceptional circumstances an instructor may allow a candidate who has missed more than two classes to obtain course credit by completing an additional assignment.

Upon written request, a leave of absence due to special circumstances may be granted at the discretion of the Training Committee.

The Training Committee recommends a candidate for certification when all course work, required patient hours, supervision and control case, case write-up and presentation, and personal analysis have been satisfactorily completed. The final decision regarding each candidate's suitability for certification rests with the Institute Committee. Successful candidates are awarded a Certificate of Completion in Psychoanalysis.

Candidates who fail to complete the minimum requirements for graduation will not be eligible for certification. Upon the recommendations of the Training and Institute Committees, the Board of Trustees may place a candidate on probation or expel a candidate from the Program on the basis of:

• failure to maintain regular class attendance, complete written assignments, or pay tuition and training fees. (Such candidates may also be put on probation and then allowed to resume training following approval by the Training Committee.)
• being deemed unsuitable at any of the evaluation meetings (see Evaluation of Candidates).
• failure to practice in accordance with the Institute's ethical code governing accepted professional practice and conduct.

Candidates are required to complete 80 hours of individual supervision during the first two years of training. In the third year, each candidate is required to begin supervision of a control case with a control supervisor. The control case is a patient seen in psychoanalysis a minimum of three times a week for at least 50 weeks. 80 hours of control supervision are required for graduation. A candidate may not conduct his or her control case under the guidance of the previous supervisor. A list of supervisors is available.

Throughout training a candidate is required to be in supervision. In other words, if for some reason it takes longer than four years to complete the program, the candidate must continue in supervision even if the minimum requirement of 40 hours per year has been met.

If, prior to Case Presentation, a final review of a candidate's progress in completing the Training Program reveals continuing difficulty in a significant area, a candidate may be advised by the Training Committee to seek additional supervision and/or to undergo further personal analysis. Upon completion of additional personal analysis and/or supervision, a candidate may re-apply to the Training Committee to proceed with Case Presentation.

Candidates are also required to complete a research paper by the end of the third year of the program.

All instructors are required to submit a written evaluation of candidates under their instruction at the end of each semester. Course evaluations of candidates include a detailed report on academic competence which is based on assessment of classroom performance, written assignments and oral presentations. If an instructor has particular concerns about a candidate, the instructor is obligated to share these concerns with the candidate well in advance of writing the evaluation, thus giving the candidate opportunity to demonstrate improvement.

All supervisors are required to submit written evaluations of candidates under their supervision by June 30th of each year. Evaluations of supervisees include a detailed report on clinical and therapeutic competence. This is based on an assessment of the progress made in integrating theoretical principals and therapeutic techniques in clinical practice. The supervisee's ability to use the supervisory relationship is an integral part of the evaluation as well. Supervisors must discuss evaluations with supervisees, after which the supervisee is asked to sign the evaluation form. The supervisee's signature does not necessarily imply agreement with the evaluation; rather it indicates that the evaluation was discussed by the supervisor with the supervisee.

A candidate may request access to his or her file at anytime. In fact, each candidate is encouraged to check his or her file on a regular basis to insure that it is up-to-date and includes all past and current evaluations as well as other required documents.

At least once a year, the Training Committee reviews each candidate's file and meets with each candidate to discuss their progress in the Training Program. Such a process insures that during the course of training each candidate is kept informed about his or her progress. In reviewing the candidate's evaluations from instructors and supervisors, the Training Committee may suggest that the candidate further explore certain issues that appear to hinder their work. This may entail additional or more intensive personal analysis or additional supervision. During the yearly meeting with the Training Committee, candidates also have an opportunity to discuss any of their questions or concerns.

A candidate may appeal a Training Committee decision by petitioning the Institute Committee in writing. A candidate may be represented at such an appeal by counsel (legal or non-legal) from within or outside of TRISP.

Candidates are required to submit written evaluations of instructors and supervisors promptly at the end of each semester. All candidate evaluations of instructors and supervisors are confidential. Each semester the Institute Committee reviews candidate evaluations of instructors and supervisors and discusses its findings with appropriate faculty members.

Because personal analysis is an essential component of the training experience, an intensive psychoanalysis is required of all candidates while attending the Institute.

For candidates with no prior analysis, a minimum of 400 hours of personal analysis is required for graduation. At least 120 of those hours are to be on a three-times-a-week basis before beginning the third year of training. While these are the minimum requirements, a more intensive analysis is recommended.

Candidates who have undergone analysis prior to entering the Training Program or who are in ongoing treatment at the time they enter, may be granted a waiver for a portion of the required personal analysis hours. The Training Committee, based on admission evaluations, makes the decision as to the number of hours to be waived. However, in all cases, at least 240 hours of personal analysis during the four years of training are required for graduation. Of the 240 total hours, 120 must be conducted on a three-times-a-week basis and completed before beginning the third year of training.

Throughout the Training Program a candidate is required to be in analysis. In other words, if for some reason it takes longer than four years to complete the program, the candidate must continue in treatment even if the minimum requirements have been met.

Based on periodic evaluations, candidates may be required by the Training Committee to seek additional analysis or to increase the frequency of sessions per week beyond the minimum requirements.

Approval of the candidate's personal analyst must be obtained from the Training Committee before beginning course work. An approved analyst must be a graduate of a psychoanalytic institute that meets the standards set by The National Association for the Advancement of Psychoanalysis (NAAP). If a candidate wishes to change his or her analyst while in training, the new analyst must also be approved by the Training Committee.

At the end of each year, candidates are required to obtain documentation of the number of analytic hours completed. Upon completion of the 120 hours on a three-times-a-week basis, documentation should also be submitted reflecting the completion of this requirement.

At the end of the fourth year of training, and in partial fulfillment of the requirements for graduation and certification, each candidate is required to submit a written summary of his or her control case.

At graduation, each candidate will present his or her case to the TRISP community. Candidates are required to select a member of the faculty to serve as a discussant for their case. Graduation and certification are not dependent upon performance during the oral case presentation. Rather, this case presentation is viewed as part of the candidate's preparation for serving as a contributing member of the psychoanalytic community.

First Year
Fall Semester

• Psychoanalytic Theories of the Self and the Analytic Tradition I: Freud and the Tradition of Classical Analysis
• Kohut and Self Psychology I: Introduction to the Early Writings of Kohut
• Process and Technique I: Empathy
• Development I: Traditional Psychoanalytic Theories of Development

Spring Semester

• Psychoanalytic Theories of the Self and theAnalytic Tradition II: Freud and the Tradition of Classical Analysis
• Kohut and Self Psychology II: The Analysis of the Self
• Dreams and Dream Interpretation I
• Ethical and Practical Issues in Private Practice

Second Year
Fall Semester

• Psychoanalytic Theories of the Self and the Analytic Tradition III: The Relational Schools of Psychoanalysis
• Psychopathology, Diagnosis and Treatment I:
  Introduction to Diagnosing and Treating Psychopathology
• Kohut and Self Psychology III: The Restoration of the Self
• Process and Technique II: Transference and Countertransference

Spring Semester

• Psychoanalytic Theories of the Self and the Analytic Tradition IV: The Relational Schools of Psychoanalysis
• Psychopathology, Diagnosis and Treatment II: Character and Personality Disorders
• Kohut and Self Psychology IV: How Does Analysis Cure?
• Dreams and Dream Analysis II

Third Year
Fall Semester

• Advances in Self Psychology I: The Early School of Self Psychology
• Gender and Sexuality I
• Process and Technique III: Resistance and Defense
• Fantasy

Spring Semester

• Advances in Self Psychology II: The Intersubjective School
• Research Methods I
• Development II: Self-Psychological Theories of Development
• Clinical Case Seminar I

Fourth Year
Fall Semester

• Advances in Self Psychology III: The Contemporary School of Self Psychology
• Research Methods II
• Recent Writings
• Clinical Case Seminar II

Spring Semester

• Critics of Self Psychology
• Gender and Sexuality II
• Psychopathology, Diagnosis and Treatment III:
  A Self-Psychological Typology of Psychopathology
  
• Elective

Advances in Self Psychology
I. The Early School of Self Psychology
Many of those who formed Kohut’s inner circle of early followers not only refined and elaborated on Kohut's central ideas, they made significant contributions to self psychology on their own. This course is devoted to their work.

II. The Intersubjective School
The theory of intersubjectivity as a theoretical extension and clinical expansion of Kohut’s concept of the self-selfobject matrix is explored in detail. Beginning with the works of Stolorow and his various collaborators, this course traces the continuing development of theories of intersubjectivity.

III. The Contemporary School of Self Psychology
Recent contributions to the self-psychological literature by various contemporary self psychologists represent valuable advances to the field. This course focuses on ideas and theories that have moved away from more traditional self-psychological thinking on topics such as development, pathogenesis, and treatment.

Clinical Case Seminars I and II
This series of two courses is organized around the presentation of case material by candidates to other candidates as well as instructors. By discussing clinical material from ongoing therapy cases, candidates learn how to organize and present their work with patients in a way that best illustrates the actual workings of self-psychological analysis. In the second course advanced candidates prepare their control cases for presentation at graduation.

Critics of Self Psychology
Over the years, a number of critics have raised serious questions about the theory and practice of self psychology. This course examines the writings of these critics, who, as Kohut suggested, may be characterized as either "friendly" or "hostile," thus helping candidates form a keener appreciation of the strengths and weaknesses of self psychology.

Development I and II
I. Development I: Traditional Psychoanalytic Theories of Development
The first course in this two-part series explores the traditional psychoanalytic theories of development. In addition, some of the early self-psychological work on development is reviewed.

II. Development II: Self-Psychological Theories of Development
The second course in this two-part series reviews the work of self-psychologists and those friendly to self psychology who have made major contributions to a psychoanalytic theory of development.

Dreams and Dream Interpretation I and II
I. Dreams I: Traditional Analytic Theories of the Dream and Its Interpretation
Freud’s pioneering theory of the nature of dreams and their interpretation as well as writings on dreams by other early proponents of psychoanalysis are discussed. Special attention is given to unconscious processes involved in the origin and formation of dreams as well as basic techniques of interpreting their unconscious meaning. The course also reviews the influence of ego psychology and object relations theory on the understanding of dreams and their interpretation.

II. Dreams II: Self Psychology of Dreams and their Interrelation
Beginning with Kohut’s important contribution of the concept of the “self-state” dream, self psychology has begun to develop its own unique theory of the nature of dreams and the analytic technique of interpreting their meaning. Recent contributions by self psychologists and intersubjectivity theorists as well as others are examined.

Elective
During the last term of the fourth year, advanced candidates are given an opportunity to take an elective course which varies from year to year. The elective provides instructors and candidates alike with an opportunity to explore special topics in the theory and practice of self psychology and intersubjectivity.

Ethical and Practical Issues in Private Practice
This course covers the "nuts and bolts" of setting up and conducting a private practice. Ethical issues such as protecting patient confidentiality, maintaining proper boundaries between patient and therapist, and notification of appropriate authorities about potentially violent, homicidal, or suicidal patients are discussed. Such practical matters as creating an effective referral network, accounting and collection of fees, and selecting a suitable office are also examined. The importance of recognizing and addressing transference and countertransference issues that arise in the context of dealing with these practical considerations is stressed.

Fantasy
In this course the centrality of the notion of fantasy in psychoanalytic theory and practice is covered. Following an overview of the topic and the literature, the course explores the nature and function of fantasy in development, the clinical situation, and applied research. Using a historical perspective, relevant literature that bears on each topic is reviewed.

Gender and Sexuality I and II
The concepts of gender and sexuality, key issues in the history of psychoanalysis, have recently subjected to radical re-examination by contemporary theorists. The first course in the series provides an historical perspective. Starting with Freud, it traces the development of these concepts through the writings of Freud's early followers, ego psychologists, and object relations theorists. Finally, it examines the writings of Kohut and other self psychologists as well as the new revisionist thinkers. The second course is devoted to specific topics related to gender and sexuality such as the erotic transference, sadomasochism, feminism, the men's movement, hetro- and homosexuality, and gender and fantasy.

Kohut and Self Psychology
(four-part series)
I. Introduction to the Early Writings of Kohut
This introductory course begins with an overview of Kohut's ideas and an appreciation of Kohut, the man. The course proceeds with a close examination of a number of his early and seminal papers. It includes lesser known early papers such as "A Discussion of the Function of the Analyst in the Therapeutic Process" (1951) which laid the foundation for his later works. Course readings also reflect Kohut’s interest in social issues and the arts.

II. The Analysis of the Self
Kohut's first major book, The Analysis of the Self (1971), written in the language of classical metapsychology, is one of his most difficult and least understood works. Yet, despite its arcane terminology, it remains the pillar of Kohut's early thinking on narcissism and the psychoanalytic treatment of the narcissistic personality disorder. After closely examining its content, the course considers various reviews of the book as well as articles providing critical discussions of its central ideas.

III. The Restoration of the Self
With the publication in 1977 of The Restoration of the Self, Kohut made a major break with traditional psychoanalysis and its classical metapsychology. A careful reading of The Restoration reveals the nature of Kohut's radical departure from previous psychoanalytic thinking and his introduction of new ideas and techniques that have become the heart and soul of modern self-psychological practice. Reviews of the book — as well as commentaries on its meaning and significance — are discussed.

IV. How Does Analysis Cure?
The fourth course in the series concentrates on Kohut's last and posthumously published work, How Does Analysis Cure? (1984). The work is viewed within the context of two of Kohut's last papers “The Two Analysis of Mr. Z.” (1979) and, "Introspection, Empathy, and the Semicircle of Mental Health" (1982). Commentaries on How Does Analysis Cure? are reviewed as well as some of Kohut's less well-known ideas presented in lectures, seminars, and correspondence.

Process and Technique (three-part series)
I. Empathy
This course has a dual focus: it examines the concept of empathy — the defining characteristic of self psychology — through the discussion of relevant papers; and it explores the beginning stages of self-psychological treatment through the sharing of clinical material contributed by candidates. The readings on empathy and papers on basic treatment concepts include Freud’s papers on beginning treatment, Kohut's important writings on empathy as well as recent contributions to the study of empathy.

II. Transference and Countertransference
The analysis of transference and counter-transference is the cornerstone of analytic psychotherapy and psychoanalysis. This course starts out with a review of the traditional conceptualizations of transference and countertransference and their analysis. It proceeds to the major contributions of self psychology to the understanding of these topics such as the selfobject transferences. In addition, there is a discussion of the intersubjective formulation of transference and countertransference as a means of exploring the configurations constituted by the mutual interplay of patients' and analysts' subjectivities.

III. Resistance and Defense
Analysis of resistance to the transference and transference resistance (or "defense transference") are important to all types of analytic therapy including a self-psychological analysis. This course delves into the new way that self psychology has conceptualized both resistance and defense. It contrasts this technical innovation with other more traditional approaches. Emphasis is placed on the crucial significance of analyzing resistance to the transference as well as transference resistance in conducting a successful treatment.

Psychoanalytic Research Methodology I and II
This two-part series of courses is designed to introduce candidates to the process of utilizing psychoanalytic research methods in the intensive study of clinical as well as applied or non-clinical topics. In the first course in the series, candidates are exposed to various works relevant to conducting research. In addition, candidates are helped to write a "pilot" proposal outlining a research project. After a summer in which candidates are guided in conducting their research projects, they complete and present their finished projects in the second course in the series.

Psychoanalytic Theories of the Self and the Analytic Tradition (four-part course)

I. and II. Freud and the Tradition of Classical Analysis
In parts I and II of this series, Freud's writings on narcissism and the self are read as an introduction to the history of psychoanalytic ideas of special relevance to self psychology. In addition, classical and ego psychological contributions to the psychoanalytic theory of narcissism and the self are discussed.

III. and IV. The Relational Schools of Psychoanalysis
Parts III and IV of this series cover early and more recent contributions of the relational school to the ever evolving psychoanalytic theory of narcissism and the self. The writings of British and American object relations schools are reviewed. In addition, the works of the interpersonal school and the more recent writings of relational theorists such as Greenberg and Mitchell are also discussed. Special attention is devoted to secondary texts that directly connect object relations theory with self psychology.

Psychopathology, Diagnosis, and Treatment
I. Introduction to Diagnosing and Treating Psychopathology
This course exposes candidates to current thinking in biological psychiatry as well as psychoanalysis on a range of disorders classified psychiatrically in DSM under Axis I. Issues regarding both outpatient and inpatient treatment as well as psychotropic medication and psychiatric emergencies are discussed. Special attention is given to those types of disorder that have been conceptualized psychoanalytically as falling within the range of the psychotic, manic depressive, (or bipolar), and borderline. Consideration is also given to other Axis I anxiety and depressive disorders.

II. Character and Personality Disorders
The second course in this series focuses on character or personality disorders of a wide range of severity. In contrast to those disorders classified psychiatrically under DSM Axis I, these Axis II disorders constitute separate and distinct psychopathological entities with their own psychogenic origins and special treatment modalities. The course integrates theoretical and clinical literature from a variety of different psychoanalytic schools of thought.

III. A Self-Psychological Typology of Psychopathology
This course describes a wide variety of self disorders typically encountered in a private practice setting including anxiety disorders such as panic disorder and obsessive-compulsive disorder as well as depressive disorders. Other self disorders often seen in private practice are addressed. An explicitly self-psychological typology of psychopathology and a related approach to treatment, both of which are based on DSM diagnostic criteria are presented.

Recent Writings
This course covers the recent works of a number of lesser-known self psychologists on a range of topics including marriage and couples therapy, group therapy, and conjoint therapy. The current period of post-Kohutian work constitutes the latest thinking in the field of self psychology. Material is culled from the most current issues of a variety of psychoanalytic journals, as well as other publications.

Arleen Bandler, LCSW, NAAP Certified Psychoanalyst
TRISP liaison to NAAP; training and supervising analyst; author of A Self-Psychological View of the Sexual Fantasies of a Research Sample of Lesbians (in Gender and Psychoanalysis); private practice.

Elizabeth Baring, LCAT, Licensed Psychoanalyst, NAAP Certified Psychoanalyst
Co-chair, TRISP Psychological Service Outreach Committee; co-director, TRISP Psychological Services; training and supervising analyst; student advisor, TRISP 2-year program; member Care Group at Manhattan’s Rudolf Steiner School and Sandplay Therapists of America; private practice.

Bernice Belth, LCSW, NAAP Certified Psychoanalyst
Co-chair, TRISP Psychological Service Outreach Committee; co-director, TRISP Psychological Services; private practice.

Doris Brothers, PhD, NAAP Certified Psychoanalyst
Co-founder, TRISP; member, Board of Directors; co-chair, Admissions Committee; training and supervising analyst; member-at-large of the Council of the International Association for Psychoanalytic Self Psychology; Advisory Board member of the Institute for the Advancement of Self Psychology in Toronto; author of publications on trauma and dissociation, gender, trust, and uncertainty; author of Falling Backwards: An Exploration of Trust and Self Experience; co-author (with Richard Ulman) of The Shattered Self: A Psychoanalytic Study of Trauma; author of seven chapters in the Progress in Self Psychology series (two co-authored with Ellen Lewinberg); author of the forthcoming Toward a Psychology of Uncertainty: Trauma-Centered Psychoanalysis; private practice.

Julie Joslyn Brown, MPS, ATR, Licensed Psychoanalyst, NAAP Certified Psychoanalyst
Co-founder, TRISP; chair, Ethics Committee; member, Training Committee; training and supervising analyst; author of publications on the use of imagery, non-verbal aspects of the analytic situation, art therapy and self psychology; painter and composer/saxophonist who has released a number of recordings and has performed internationally; private practice.

Letitia Chamberlain, PhD, Licensed Psychoanalyst, NAAP Certified Psychoanalyst
Former director, Career Counseling Center, NYU; adjunct assistant professor in counseling, NYU School of Education; private practice.

Jeffrey Deitz, MD
Supervisor; author of numerous publications on self psychological treatment of PTSD, bipolar disorder, and major depression; private practice.

Donna Fellenberg, LCSW, NAAP Certified Psychoanalyst
Training and supervising analyst; author of papers on the treatment of over-eating, bulimia and anorexia, and the self-psychological treatment of severe personality disorders; private practice.

Arline Fireman, PhD, NAAP Certified Psychoanalyst
Co-chair, Admissions Committee, TRISP 2-year program; training and supervising analyst; co-director Psychology Fellow program and supervisor, NIP; member Program Committee and member-at-large of the Coordinating Committee, Association of Psychoanalytic Self Psychology; areas of interest include non-verbal and non-conscious communication, infancy research findings and mutual influence phenomena; private practice.

George Hagman, LCSW
Faculty, Training Institute of the National Psychological Association for Psychoanalysis and the Westchester Center for Psychotherapy and Psychoanalysis; scientific program chair, Connecticut Society for Psychoanalytic Psychology; director, Outpatient Services, Greater Bridgeport Community Mental Health Center; author of multiple articles on mourning, the psychology of art, creativity, and the psychology of the artist; author of Aesthetic Experience: Beauty, Creativity and the Search for the Ideal; psychoanalyst in private and public practice.

Nancy Hicks, PsyD, NAAP Certified Psychoanalyst
Training and supervising analyst; author of presentations and papers on self-psychological couples therapy, gender, and the intersubjective nature of emotional and sexual relatedness; private practice.
Kathy LaFemina, LCSW: Training and supervising analyst; psychoanalyst in private practice.

Les Lenoff, MSW
Training and supervising analyst; internet editor, International Journal of Psychoanalytic Self Psychology and Progress in Self Psychology; author of articles Progress in Self Psychology; psychoanalyst in private practice.

Louisa Livingston, PhD, NAAP Certified Psychoanalyst
Co-director, TRISP 2-year program; chair, Supervision Committee, TRISP 4-year program; training and supervising analyst; faculty and supervisor, Postgraduate Center for Mental Health Group Therapy Training Department; co-chair, Coordinating Committee, Association of Psychoanalytic Self Psychology; editorial board, GROUP; author of variety of publications, including responsiveness in individual therapy and a self psychological understanding of strong affect in group therapy; private practice.

Marty Livingston, PhD
Associate Director, TRISP 2-year program; training and supervising analyst; director, Group Department, Postgraduate Center for Mental Health; faculty, Training Institute for Mental Health; editor, GROUP; author of Near and Far: Closeness and Distance in Psychotherapy and Vulnerable Moments: Deepening the Therapeutic Process; psychoanalyst in private practice.
Joyce McFadden, LCSW: Training and supervising analyst; psychoanalyst in private practice.

Harry Paul, PhD
Co-founder, TRISP; member, Board of Directors; chair, Institute Committee; co-chair, Admissions Committee; training and supervising analyst; author of numerous papers on intersubjectivity and the psychoanalysis of addiction; co-author (with Richard Ulman) of The Self Psychology of Addiction and Its Treatment: Narcissus in Wonderland; psychoanalyst in private practice.

Gordon Powell, LCSW, NAAP Certified Psychoanalyst
Chair, Institute Outreach Committee; training and supervising analyst; faculty and supervisor, Institute for Contemporary Psychotherapy (ICP); member, Curriculum Committee, ICP 4-year program; private practice.

Lynn Preston, MA, MS, Licensed Psychoanalyst
Co-Director, TRISP 2-year program; training and supervising analyst; co-director, Relational Focusing Oriented Psychotherapy Program, Capetown, South Africa; faculty, Institute for Contemporary Psychotherapy; author of publications about bridging self psychology with other relational theories and with Eugene Gendlin’s Focusing; private practice.

Aviva Rohde, PhD, Licensed Psychoanalyst, NAAP Certified Psychoanalyst
Co-chair, Training Committee; training and supervising analyst; private practice.

Karen Roser, PsyD, NAAP Certified Psychoanalyst
Chair, Faculty Committee; training and supervising analyst; areas of interest include children and parents; private practice.

Michele Schwartz, MA, LCSW, NAAP Certified Psychoanalyst
Liaison to TRISP 2-year program; training and supervising analyst; supervisor, Institute for Human Identity; presentations on intersubjectivity and on self-in-relations theory; private practice.

Ellen Shumsky, LCSW, NAAP Certified Psychoanalyst
Co-chair, Admissions Committee, TRISP 2-year program; training and supervising analyst; faculty member, Institute for Contemporary Psychotherapy; member Coordinating Committee, Association of Psychoanalytic Self Psychology; author of publications on the development of self-psychological theory and treatment; private practice.

Patricia Simko, JD, PhD, Licensed Psychoanalyst, NAAP Certified Psychoanalyst
Private practice.

Charles Strozier, PhD, NAAP Certified Psychoanalyst
Training and supervising analyst; author of Heinz Kohut: The Making of a Psychoanalyst; director, Center on Terrorism , John Jay College; Professor of History, John Jay College; written and edited nine books, scores of articles, and is currently writing his study of the World Trade Center disaster based on in-depth interviews with survivors and witnesses; private practice.

Richard Ulman, PhD, Licensed Psychoanalyst, NAAP Certified Psychoanalyst
Co-founder, TRISP; member, Board of Directors; chair, Curriculum Committee; training and supervising analyst; author of numerous papers, including self psychological research in trauma and addiction; co-author of The Shattered Self: A Psychoanalytic Study of Trauma (with Doris Brothers) and The Self Psychology of Addiction and Its Treatment: Narcissus in Wonderland (with Harry Paul); private practice.

Patricia Walter, LCSW, NAAP Certified Psychoanalyst
Training and supervising analyst; private practice.

Susanne Weil, LCSW, NAAP Certified Psychoanalyst
Co-chair, Alumni Committee; faculty member and instructor of Self Psychology at Westchester Center for the Study of Psychoanalysis and Psychotherapy; author of presentations and publications on various topics in self psychology; member of International Association for Psychoanalytic Self Psychology’s Writers Forum; private practice.

Peter Zimmermann, PhD, Licensed Psychoanalyst, NAAP Certified Psychoanalyst
Co-founder, TRISP; member, Board of Directors; co-chair, Training Committee; training and supervising analyst; senior member, faculty, training analyst, control analyst and supervisor, Training Institute of the National Psychological Association for Psychoanalysis; PhD in philosophy, University of Bern, Switzerland; author of papers and presentations on topics in self psychology and intersubjectivity; areas of interest include philosophical problems in psychoanalysis, in particular intersubjectivity and the question of reality, objectivity and truth; clinical topic of greatest interest is a self psychological/intersubjective formulation of despair; private practice.