• Residency 1: October
• Residency 2: April
• Residency 3: October
• Webinars
• Past Curriculum

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Residency 1:
October 20-22, 2025


Day 1
Morning — Curriculum Overview: Applying Three Treatment Models to the Assessment of Health, Injury and Cultural Marginalization

• Describe the importance of using a systemic Macro-Micro approach to psychological assessment and treatment intervention
• Explain how attachment theory acts as a theoretical bridge in understanding how early injuries create the formation of defensively based character structures.
• Compare/contrast the three models used in assessment – Four Quadrant Model, Healthy Self-Model, and Cultural Inequity Model.
• Illustrate how this assessment structure can be utilized across therapeutic disciplines.
• Explain how Shame acts a fulcrum connecting Parts to the Whole (Four Quadrants).
• Illustrate how societal structures of privilege and marginalization reinforce defensive over-compensations and the internalization of shame.

 
Afternoon — Part Whole Analysis

• Explain the importance of part-whole analysis in initial assessments and on-going treatment.
• Discuss how the over-use of one therapeutic technique only addresses a “part” of the picture in terms of the unique needs of clients.
• Demonstrate how parts either connect or do not connect to other parts as a way of understanding splitting and the dissociative process.
• Explain how part-whole analysis can be used in the service of as therapeutic healing and integration. 

 
Day 2
Morning — Attachment Theory and Its Clinical Implications

• Review attachment processes and identify principles of affect-based self-regulation.
• Assess the neuropsychological foundations of attachment communication and self-regulation.
• Integrate the three Character Solutions – Moving Toward, Away, Against within attachment theory models of human relationship.
• Explain how attachment styles are formed within implicit and explicit memory systems are based on brain development and interactions of experience that affect neurological development.
• Assess the neuropsychological foundations of attachment, communication, and self-regulation.
• Describe how attachment failures are a factor in the internalization of shame and manifest as patterns in present relationships and the therapy.
• Illustrate how attachment injuries become reenacted on a socio-cultural level in the form of systemic oppression.

Afternoon — Psychodynamic Formulation: Part One 

• Describe the elements of a psychodynamic formulation.
• Integrate aspects of the Four Quadrant Model into the elements of a thorough psychodynamic formulation.
• Illustrate how psychodynamic formulation concepts can be used to assess the degree of client fragility as well as innate capacities and strengths.
• Integrate the three Character Solutions--Moving Toward, Away, Against within attachment theory models of human relationship.
• Explain the importance of “timing” of therapeutic interventions using the dynamic formulation assessment grid.
• List specific inquiry questions that target intrapsychic and relational aspects of a patient’s internalized beliefs and behaviors as a means of gaining greater clarity in the treatment of diverse populations.
• Demonstrate how loyalty contracts and the three Character Solutions can be integrated into the psychodynamic formulation write-up.

​Day 3
Morning — Foundational Therapeutic Techniques -- Operationalizing Process Dynamics

• Explain the importance of slowing down the therapist/client exchange in an effort to increase “right-brain-to-right-brain” communication.
• Demonstrate how listening for triggers in a patient’s language can be used as an “Entry Point” to amplify what is consciously known as well as hidden from view.
• Illustrate how “Moment-to-Moment Tracking” is a means of slowing down the therapist/client interaction in the service of bringing unformulated material into symbolic representation.
• Demonstrate how the technique of “Forecasting” can be used as a suggestion, thus giving permission to bring unconscious or taboo material to the surface.
• Demonstrate how the techniques of “Mirroring, Naming, and Reflecting” can be used to help clients feel more deeply seen and understood.
• Describe how the above techniques are used as a means of translating right brain experiences into symbolic representation through the use of language. ​​

Afternoon — Culture and Context

• Identify therapists’ blind spots and implicit biases as they impact the therapeutic relationship.
• Describe how the Four Quadrant Model and the Cultural Inequity Model impact one’s sense of self with regard to privilege and marginalization.
• Describe various cultural biases that impact theoretical orientations and the treatment process.
• Define micro-aggression as it pertains to unconscious bias and sense of safety within the therapeutic relationship.
• Identify the main tenets and practices of cultural humility.

Residency 2:
​April 23-25, 2026
 
Day 1
Morning — Transference: Part One

• Explain how transference can be used as a powerful leverage for change in the repair of early attachment injuries.
• Identify three core types of transferential enactments and how they are themes or patterns that can be differentiated from one another. 
• Demonstrate how to invite transferential inquiry through the use of entry-points in language.
• Review the difference between positive transference and a strong therapeutic alliance.
• Demonstrate how to palpate and access feelings of shame through working through a relational transferential lens using a two-person, intersubjective approach.
• Expand the scope of understanding counter-transference using a two-person, intersubjective orientation.

Afternoon — The Neurobiology of Trauma

• Define trauma according to DSM-5 and ICD 11.
• Review the physiological impact to trauma on the HPA axis and ongoing physical repercussions.
• Explain the Triune Brain Theory and how it helps understand the impact of trauma on emotional regulation, and Top-Down and Bottom-Up processing.
• Recognize what impact trauma can have on brain, including neurochemical, neuroendocrine, and neuroanatomic, as supported by recent research.
• Understand how trauma impacts the Default, Salience, and Executive Networks.
• Define the function of the Polyvagal system as it impacts traumatic arousal.
• Present a framework that demonstrates neurobiological evidence for the efficacy of psychodynamic treatment approaches.
• Explain how psychodynamic treatment approaches.
• Explain how psychodynamic interpretation of resistance can be reframed as reflexive, protective responses that are biologically based. 

Day 2
Morning — Psychodynamic Formulation: Part Two: Learned Loyalty Contracts

• Demonstrate how to write up a case presentation using Macro-Micro analysis.
• Define the parameters and etiology of Learned Loyalty Contracts.
• Describe how early attachment failures contribute to dysfunctional Loyalty Contracts.
• List the quid pro quo components of historically based Loyalty Contracts.
• Identify the limitations of internalized Loyalty Contracts on adult growth and development.
• Illustrate how Loyalty Contracts can be understood on a systemic level as a means of culturally reinforcing messages that become internalized and replicated on an interpersonal and family systems level.

 
Afternoon -- Trauma and Recovery: Part One

• Define trauma as it impacts the constructs of intersubjective, introspective, and exteroceptive experience of the individual. 
• Present the Adverse Childhood Experience Study and include the current research on racism as a category that influences outcomes.
• Review physiological impact of trauma.
• Differentiate single event PTSD, Borderline Personality Disorder, and Prolonged Trauma, referred to as Complex-PTSD.
• Present the importance of the emotion of shame as a resource and protection during traumatic events.
• Describe the foundations and fundamentals of trauma treatment, including working with parts or ego states, transference and counter transference issues, boundaries, etc. 
• Introduce Trauma treatment as a Three Phase Process. 

​Day 3 
Morning — Understanding Shame Splitting and Dissociation

• Describe how shame is a result of early attachment failures and how patterns of defensive over-compensations attempt to mask feelings of shame.
• Apply the continuum of dissociative process, giving examples of how to recognize dissociation within the treatment setting.
• Explain how patients with insecure attachment histories are more vulnerable to affect dysregulation and dissociative ruptures.
• Explain shame and shaming as a replication of "power-over" dynamics.

Afternoon — Power and Privilege Part One 

• Explain how clients' presenting problems are often connected to social injustice and inequality, and how these societal messages have a substantial lifelong effect on the individual.
• Demonstrate how positions of privilege and oppression can be assessed using the relationally based Four Quadrant Model and the Healthy Self Model.
• Illustrate how the Cultural Marginalization Model interferes with equal access and the social dynamic of "othering."
• Demonstrate through case dialogue how micro-aggressions can occur in the dialogic exchange between a therapist and a client.
• Describe potential counter-transferential reactions to power and oppression dynamics that may become enacted in the therapeutic process.
• Examine how feelings of shame can be activated with the therapeutic dyad when exploring issues of privilege and socio-cultural marginalization.​

Residency 3: October 19-21, 2026

Day 1
Morning — Transference: Part Two

• Explain how ruptures of attunement on the part of the therapist can trigger memories of early attachment failures and negative transferential reactions.
• Apply recent research findings on rupture, and repair within the context of the therapeutic relationship.
• Explain how therapists can become more proficient at recognizing transferential cues through asking questions that invite dialogue into transferential inquiry.
• Explore how a therapist's negative counter-transferential reactions may represent and unexamined "power over" unconscious enactment.
• Demonstrate how the techniques of mirroring and the use of metaphor can create a bridge that brings unformulated experiences/enactments into symbolic representational form.
• Practice a range of reflective summary statements that will enable the therapist to reestablish a state of co-regulation, repair, and connection.

Afternoon — Termination

• Explain how a therapist can anticipate and address issues that are likely to lead to premature patient termination if left unaddressed during the course of therapy.
• Illustrate how the termination process can be discussed in the patient's initial treatment agreement.
• List the minimum criteria for considering what an adequate termination process would entail.
• Identify key elements that need to be taken into consideration in voluntary (patient) termination.
• Summarize the main components of implementing the termination phase of treatment.
• Describe how the termination process can assist in facilitating a consolidation of gains and treatment.

​ 
Day 2
Morning — Trauma and Recovery: Part Two

• Describe the Three Phase Model of trauma treatment and the goals of each phase. 
• Describe how experiencing prolonged trauma stimulates involuntary changes in brain functioning and how this reorganization of the brain manifests as the symptoms of post-traumatic stress disorder.  
• Elaborate on splitting and dissociation as normal and protective responses to trauma that are more common than previously recognized. 
• Evaluate Structural Dissociation as model for understanding how trauma impacts the nervous system and manifests as distinct emotional responses emanating from the sympathetic (fight, flight) and dorsal vagal (submit, cry for help, freeze). 
• Demonstrate the client's sequence of neurobiologically driven physical and emotional reactions when triggered, and using psychoeducation to increase the client's capacity for mindfulness, self-compassion and self-regulation. 
• Integrate psychodynamic interventions and neuro-biological principles to enhance right brain to right brain attachment repair.

 
Afternoon — Power, Oppression and the Therapeutic Process: Part Two

• Explain how clients' presenting problems are often connected to social injustice and inequality, and how these societal messages have a substantial lifelong effect on the individual. 
• Demonstrate increased self-and-other-awareness of privileged and oppressed identities of the therapist and client.
• Demonstrate principles of socially just therapeutic practices focusing on the healthy aspects of the client's functioning and fostering of tools for personal and social change.
• Explain the four broad domains of cultural competence.
• Describe potential counter-transferential reactions to power and oppression dynamics that may become enacted in the therapeutic process.

 
Day 3
Morning — Expressive Therapies for a Psychodynamic Bridge to Accessing Implicit Memory Systems

• Describe how expressive therapy techniques can be used as a means of accessing implicit memory systems to help translate the patient's unformulated material into symbolic, linguistic meaning.
• List the ethical considerations in implementing expressive therapy techniques.
• Illustrate the Expressive therapies Continuum (ETC) and Media Dimensions Variables (MDV) as models for decision-making in the treatment process.
• Demonstrate how to integrate the Four Quadrant Model and other core curriculum concepts using specific expressive therapy techniques to access hidden material.
• Explain how the concept of "Reflective Distance" can be used as a container for coregulation of patient affect and Right-Brain-to-Right-Brain mental processing in the service of integration of various self-states. ​

Afternoon — Integrating Core Concepts

• Apply the concepts of Macro and Micro Case Conceptualization using the Four Quadrant Model and Healthy Self Model to your own case examples.
• Demonstrate how to work with the therapeutic relationship to increase feelings of safety and trust in the service of moving toward authentic self-expression.
• Explain how the techniques of mirroring and moment-to-moment tracking help reveal unconscious fears and longings that were the result of early attachment failures.
• Demonstrate through various clinical examples ways you can assist in coregulation of a client's affect in the service of integration and repair.
• Summarize a framework that demonstrates neurobiological evidence for the efficacy of psychodynamic treatment approaches.
• Describe the physiology of shame--primary and secondary shame (as defenses and as naturally occurring emotions.)
• Explain how psychodynamic interpretation of resistance can be reframed as reflexive, protective responses that are biologically based.
• ​Identify common blind spots and examples of micro-aggression within the context of privilege and marginalization.​​

​

Addiction from a Relational Psychodynamic Perspective

• Analyze various recovery modalities, including 12-step programs, harm reduction protocols and evolving non-12-step protocols.
• Demonstrate how early attachment failures link to the emergence of addictions.
• Explain neuroscientific and developmental conceptualizations as they contribute to the process of addiction recovery.
• Connect defensive compensations of the Four Quadrant Model to an understanding of addictions as a patient's attempt at self-regulation and shame management.

​​
 Psychodynamics of Psychopharmacology

• Explain the basic differences in the neuropharmacological, psychological, affective, and behavioral actions between the major classes of psychiatric medications.
• Demonstrate an understanding of the different drive pathways in the mammalian brain and how these relate to psychiatric medication.
• Review the key psychodynamic concepts relevant to pharmacotherapy.
• Identify how a patient may manifest pharmacological treatment resistance to medications and from medications.
• Explain how the therapeutic alliance can be utilized to address ambivalence and resistance in the use of medication.

Integrating Spiritual Beliefs and Practices into the Treatment Dialogue

• List ways of incorporating spiritual practices as an adjunction to traditional clinical care.
• Describe various types of evidence-based spiritual practices that have been shown to be effective in reducing depression and anxiety.
• Apply ethical considerations around maintaining boundaries, clinical competence and respect for cultural differences.
• Demonstrate various methods of introducing spiritual techniques into the therapeutic dialogue.

​
Ethics: Suicide Assessment and Management: Part One

• Explain the difference between various forms of suicidal ideation and suicidal behavior.
• Recognize how both acute and chronic factors contribute to suicide risk.
• Demonstrate an ability to screen for self-harm behavior and suicide risk and determine appropriate level of care. 
• Understand their scope of practice for suicide and know where to refer individuals beyond their scope of practice. 

 
Suicide Assessment Management: Part Two

• Recognize a systemic perspective of suicide that highlights the role of family members, friends, and treatment providers.
• Instruct family members in helpful ways to respond after a loved one attempts suicide.
• Guide suicidal individual to understand various reasons why they might feel or say they are suicidal.
• Understand factors that predict fatigue in family caregivers.​

Interweaving Somatic Therapies to Enhance Psychodynamic Therapy for Complex Trauma & Dissociation 

• Illustrate and explain how a technique from somatic therapies can enhance psychoanalytic holding (when holding is defined as minimizing impingements). 
• Describe at least three techniques/interventions from somatic therapies that would be appropriate when a patient exhibits signs of extreme autonomic over-activation or a dissociative freeze state.
• Discuss a clinical moment with a patient and explain how they might apply a specific, somatically based intervention.​

CURRICULUM 2024-2025

Residency 1: October 21-23, 2024
Day 1
Morning — Curriculum Overview: Applying Three Treatment Models to the Assessment of Health, Injury and Cultural Marginalization

• Describe the importance of using a systemic Macro-Micro approach to psychological assessment and treatment intervention
• Explain how attachment theory acts as a theoretical bridge in understanding how early injuries create the formation of defensively based character structures.
• Compare/Contrast the three models used in assessment – Four Quadrant Model, Healthy Self-Model, and Cultural Inequity Model.
• Illustrate how this assessment structure can be utilized across therapeutic disciplines.
• Explain how Shame acts a fulcrum connecting Parts to the Whole (Four Quadrants).
• Illustrate how societal structures of privilege and marginalization reinforce defensive over-compensations and the internalization of shame.

 
Afternoon — Part Whole Analysis

• Explain the importance of part-whole analysis in initial assessments and on-going treatment.
• Discuss how the over-use of one therapeutic technique only addresses a “part” of the picture in terms of the unique needs of clients.
• Demonstrate how parts either connect or do not connect to other parts as a way of understanding splitting and the dissociative process.
• Explain how part-whole analysis can be used in the service of as therapeutic healing and integration. 

 
Day 2
Morning — Attachment Theory and Its Clinical Implications

• Review attachment processes and identify principles of affect-based self-regulation.
• Assess the neuropsychological foundations of attachment communication and self-regulation.
• Integrate the three Character Solutions – Moving Toward, Away, Against within attachment theory models of human relationship.
• Explain how attachment styles are formed within implicit and explicit memory systems are based on brain development and interactions of experience that affect neurological development.
• Assess the neuropsychological foundations of attachment, communication, and self-regulation.
• Describe how attachment failures are a factor in the internalization of shame and manifest as patterns in present relationships and the therapy.
• Illustrate how attachment injuries become reenacted on a socio-cultural level in the form of systemic oppression.

Afternoon — Psychodynamic Formulation: Part One 

• Describe the elements of a psychodynamic formulation.
• Integrate aspects of the Four Quadrant Model into the elements of a thorough psychodynamic formulation.
• Illustrate how psychodynamic formulation concepts can be used to assess the degree of client fragility as well as innate capacities and strengths.
• Integrate the three Character Solutions--Moving Toward, Away, Against within attachment theory models of human relationship.
• Explain the importance of “timing” of therapeutic interventions using the dynamic formulation assessment grid.
• List specific inquiry questions that target intrapsychic and relational aspects of a patient’s internalized beliefs and behaviors as a means of gaining greater clarity in the treatment of diverse populations.
• Demonstrate how loyalty contracts and the three Character Solutions can be integrated into the psychodynamic formulation write-up.

​Day 3
Morning — Foundational Therapeutic Techniques -- Operationalizing Process Dynamics

• Explain the importance of slowing down the therapist/client exchange in an effort to increase “right-brain-to-right-brain” communication.
• Demonstrate how listening for triggers in a patient’s language can be used as an “Entry Point” to amplify what is consciously known as well as hidden from view.
• Illustrate how “Moment-to-Moment Tracking” is a means of slowing down the therapist/client interaction in the service of bringing unformulated material into symbolic representation.
• Demonstrate how the technique of “Forecasting” can be used as a suggestion, thus giving permission to bring unconscious or taboo material to the surface.
• Demonstrate how the techniques of “Mirroring, Naming, and Reflecting” can be used to help clients feel more deeply seen and understood.
• Describe how the above techniques are used as a means of translating right brain experiences into symbolic representation through the use of language. ​​

Afternoon — Culture and Context

• Identify therapists’ blind spots and implicit biases as they impact the therapeutic relationship.
• Describe how the Four Quadrant Model and the Cultural Inequity Model impact one’s sense of self with regard to privilege and marginalization.
• Describe various cultural biases that impact theoretical orientations and the treatment process.
• Define micro-aggression as it pertains to unconscious bias and sense of safety within the therapeutic relationship.
• Identify the main tenets and practices of cultural humility.

​
Residency 2: April 25-26, 2025
Day 1
Morning — Transference: Part One

• Explain how transference can be used as a powerful leverage for change in the repair of early attachment injuries.
• Identify three core types of transferential enactments and how they are themes or patterns that can be differentiated from on another.
• Demonstrate how to invite transferential inquiry through the use of entry-points in language.
• Review the difference between positive transference and a strong therapeutic alliance.
• Demonstrate how to palpate and access feelings of shame through working through a relational transferential lens using a two-person, intersubjective approach.
• Expand the scope of understanding counter-transference using a two-person, intersubjective orientation.

Afternoon — The Neurobiology of Trauma 

• Define trauma according to DSM-5 and ICD 11.
• Review the physiological impact to trauma on the HPA axis and ongoing physical repercussions.
• Explain the Triune Brain Theory and how it helps understand the impact of trauma on emotional regulation, and Top-Down and Bottom-Up processing.
• Recognize what impact trauma can have on brain, including neurochemical, neuroendocrine, and neuroanatomic, as supported by recent research.
• Understand how trauma impacts the Default, Salience, and Executive Networks.
• Define the function of the Polyvagal system as it impacts traumatic arousal.
• Present a framework that demonstrates neurobiological evidence for the efficacy of psychodynamic treatment approaches.
• Explain how psychodynamic treatment approaches.
• Explain how psychodynamic interpretation of resistance can be reframed as reflexive, protective responses that are biologically based.

Day 2
Morning — Psychodynamic Formulation: Part Two: Learned Loyalty Contracts

• Demonstrate how to write up a case presentation using Macro-Micro analysis.
• Define the parameters and etiology of Learned Loyalty Contracts.
• Describe how early attachment failures contribute to dysfunctional Loyalty Contracts.
• List the quid pro quo components of historically based Loyalty Contracts.
• Identify the limitations of internalized Loyalty Contracts on adult growth and development.
• Illustrate how Loyalty Contracts can be understood on a systemic level as a means of culturally reinforcing messages that become internalized and replicated on an interpersonal and family systems level.

 
Afternoon — Trauma and Recovery: Part One 

• Define trauma as it impacts the constructs of intersubjective, introspective, and exteroceptive experience of the individual. 
• Present the Adverse Childhood Experience Study and include the current research on racism as a category that influences outcomes.
• Review physiological impact of trauma.
• ​Differentiate single event PTSD, Borderline Personality Disorder, and Prolonged Trauma, referred to as Complex PTSD.
• Present the importance of the emotion of shame as a resource and protection during traumatic events.
• Describe the foundations and fundamentals of trauma treatment, including working with parts or ego states, transference and counter transference issues, boundaries, etc.​
• Introduce Trauma treatment as a Three Phase Process.

​Day 3 
Morning — Understanding Shame Splitting and Dissociation

• Describe how shame is a result of early attachment failures and how patterns of defensive over-compensations attempt to mask feelings of shame.
• Apply the continuum of dissociative process, giving examples of how to recognize dissociation within the treatment setting.
• Explain how patients with insecure attachment histories are more vulnerable to affect dysregulation and dissociative ruptures.
• Explain shame and shaming as a replication of "power-over" dynamics.

Afternoon — Power and Privilege Part One

• Explain how clients' presenting problems are often connected to social injustice and inequality, and how these societal messages have a substantial lifelong effect on the individual.
• Demonstrate how positions of privilege and oppression can be assessed using the relationally based Four Quadrant Model and the Healthy Self Model.
• Illustrate how the Cultural Marginalization Model interferes with equal access and the social dynamic of "othering." 
• Demonstrate through case dialogue how micro-aggressions can occur in the dialogic exchange between a therapist and a client.
• Describe potential counter-transferential reactions to power and oppression dynamics that may become enacted in the therapeutic process.
• Examine how feelings of shame can be activated with the therapeutic dyad when exploring issue of privilege and socio-cultural marginalization.

​
Residency 3: October 16-18, 2025
Day 1
Morning — Transference: Part Two

• Explain how ruptures of attunement on the part of the therapist can trigger memories of early attachment failures and negative transferential reactions.
• Apply recent research findings on rupture, and repair within the context of the therapeutic relationship.
• Explain how therapists can become more proficient at recognizing transferential cues through asking questions that invite dialogue into transferential inquiry.
• Explore how a therapist's negative counter-transferential reactions may represent and unexamined "power over" unconscious enactment.
• Demonstrate how the techniques of mirroring and the use of metaphor can create a bridge that brings unformulated experiences/enactments into symbolic representational form.
• Practice a range of reflective summary statements that will enable the therapist to reestablish a state of co-regulation, repair, and connection.

Afternoon — Termination

• Explain how a therapist can anticipate and address issues that are likely to lead to premature patient termination if left unaddressed during the course of therapy.
• Illustrate how the termination process can be discussed in the patient's initial treatment agreement.
• List the minimum criteria for considering what an adequate termination process would entail.
• Identify key elements that need to be taken into consideration in voluntary (patient) termination.
• Summarize the main components of implementing the termination phase of treatment.
• Describe how the termination process can assist in facilitating a consolidation of gains and treatment.

​ 
Day 2
Morning — Trauma and Recovery: Part Two

• Describe the Three Phase Model of trauma treatment and the goals of each phase. 
• Describe how experiencing prolonged trauma stimulates involuntary changes in brain functioning and how this reorganization of the brain manifests as the symptoms of post-traumatic stress disorder.  
• Elaborate on splitting and dissociation as normal and protective responses to trauma that are more common than previously recognized. 
• Evaluate Structural Dissociation as model for understanding how trauma impacts the nervous system and manifests as distinct emotional responses emanating from the sympathetic (fight, flight) and dorsal vagal (submit, cry for help, freeze). 
• Demonstrate the client's sequence of neurobiologically driven physical and emotional reactions when triggered, and using psychoeducation to increase the client's capacity for mindfulness, self-compassion and self-regulation. 
• Integrate psychodynamic interventions and neuro-biological principles to enhance right brain to right brain attachment repair.

 
Afternoon — Power, Oppression and the Therapeutic Process: Part Two

• Explain how clients' presenting problems are often connected to social injustice and inequality, and how these societal messages have a substantial lifelong effect on the individual. 
• Demonstrate increased self-and-other-awareness of privileged and oppressed identities of the therapist and client.
• Demonstrate principles of socially just therapeutic practices focusing on the healthy aspects of the client's functioning and fostering of tools for personal and social change.
• Explain the four broad domains of cultural competence.
• Describe potential counter-transferential reactions to power and oppression dynamics that may become enacted in the therapeutic process.

 
Day 3
Morning — Expressive Therapies for a Psychodynamic Bridge to Accessing Implicit Memory Systems

• Describe how expressive therapy techniques can be used as a means of accessing implicit memory systems to help translate the patient's unformulated material into symbolic, linguistic meaning.
• List the ethical considerations in implementing expressive therapy techniques.
• Illustrate the Expressive therapies Continuum (ETC) and Media Dimensions Variables (MDV) as models for decision-making in the treatment process.
• Demonstrate how to integrate the Four Quadrant Model and other core curriculum concepts using specific expressive therapy techniques to access hidden material.
• Explain how the concept of "Reflective Distance" can be used as a container for coregulation of patient affect and Right-Brain-to-Right-Brain mental processing in the service of integration of various self-states. ​

Afternoon — Integrating Core Concepts

• Apply the concepts of Macro and Micro Case Conceptualization using the Four Quadrant Model and Healthy Self Model to your own case examples.
• Demonstrate how to work with the therapeutic relationship to increase feelings of safety and trust in the service of moving toward authentic self-expression.
• Explain how the techniques of mirroring and moment-to-moment tracking help reveal unconscious fears and longings that were the result of early attachment failures.
• Demonstrate through various clinical examples ways you can assist in coregulation of a client's affect in the service of integration and repair.
• Summarize a framework that demonstrates neurobiological evidence for the efficacy of psychodynamic treatment approaches.
• Describe the physiology of shame--primary and secondary shame (as defenses and as naturally occurring emotions.)
• Explain how psychodynamic interpretation of resistance can be reframed as reflexive, protective responses that are biologically based.
• ​Identify common blind spots and examples of micro-aggression within the context of privilege and marginalization.

Webinars
Addiction from a Relational Psychodynamic Perspective

• Analyze various recovery modalities, including 12-step programs, harm reduction protocols and evolving non-12-step protocols.
• Demonstrate how early attachment failures link to the emergence of addictions. 
• Explain neuroscientific and developmental conceptualizations as they contribute to the process of addiction recovery.
• Connect defensive compensations of the Four Quadrant Model to an understanding of addictions as a patient's attempt at self-regulation and shame management.

​Psychodynamics of Psychopharmacology

• Explain the basic differences in neuropharmacological, psychological, affective, and behavioral actions between the major classes of psychiatric medications.
• Demonstrate an understanding of the different drive pathways in the mammalian brain and how these relate to psychiatric medication.
• Review the key psychodynamic concepts relevant to pharmacotherapy.
• Identify how a patient may manifest pharmacological treatment resistance to medications and from medications.
• Explain how the therapeutic alliance can be utilized to address ambivalence and resistance in the use of medication.

Integrating Spiritual Beliefs & Practices into the Treatment Dialogue 

• List ways of incorporating spiritual practices as an adjunction to traditional clinical care.
• Describe various types of evidence-based spiritual practices that have been shown to be effective in reducing depression and anxiety. 
• Apply ethical considerations around maintaining boundaries, clinical competence and respect for cultural differences. 
• Demonstrate various methods of introducing spiritual techniques into the therapeutic dialogue.

Ethics: Suicide Assessment and Management: Part One 

• Explain the difference between various forms of suicidal ideation and suicidal behavior.
• Recognize how both acute and chronic factors contribute to suicide risk.
• Demonstrate an ability to screen for self-harm behavior and suicide risk and determine appropriate level of care. 
• Understand their scope of practice for suicide and know where to refer individuals beyond their scope of practice. 

Suicide Assessment Management: Part Two

• Recognize a systemic perspective of suicide that highlights the role of family members, friends, and treatment providers. 
• Instruct family members in helpful ways to respond after a loved one attempts suicide.
• Guide suicidal individual to understand various reasons why they might feel or say they are suicidal.
• Understand factors that predict fatigue in family caregivers.

Interweaving Somatic Therapies to Enhance Psychodynamic Therapy for Complex Trauma & Dissociation

• Illustrate and explain how a technique from somatic therapies can enhance psychoanalytic holding (when holding is defined as minimizing impingements).
• Describe at least three techniques/interventions from somatic therapies that would be appropriate when a patient exhibits signs of extreme autonomic over-activation or a dissociative freeze state.
• Discuss a clinical moment with a patient and explain how they might apply a specific, somatically basted intervention. 

Curriculum 2023-2024
Residency 1: October 23-25, 2023
Day 1
​Morning — Curriculum Overview: Applying Three Treatment Models to the Assessment of Health, Injury and Cultural Marginalization

• Describe the importance of using a systemic Macro-Micro approach to psychological assessment and treatment intervention
• Explain how attachment theory acts as a theoretical bridge in understanding how early injuries create the formation of defensively based character structures.
• Compare/contrast the three models used in assessment – Four Quadrant Model, Healthy Self-Model, and Cultural Inequity Model.
• Illustrate how this assessment structure can be utilized across therapeutic disciplines.
• Explain how Shame acts a fulcrum connecting Parts to the Whole (Four Quadrants).
• Illustrate how societal structures of privilege and marginalization reinforce defensive over-compensations and the internalization of shame.

Afternoon — Culture and Context

• Identify therapists’ blind spots and implicit biases as they impact the therapeutic relationship.
• Describe how the Four Quadrant Model and the Cultural Inequity Model impact one’s sense of self with regard to privilege and marginalization.
• Describe various cultural biases that impact theoretical orientations and the treatment process.
• Define micro-aggression as it pertains to unconscious bias and sense of safety within the therapeutic relationship.
• Identify the main tenets and practices of cultural humility

Day 2
Morning — Attachment Theory and Its Clinical Implications

• Review attachment processes and identify principles of affect-based self-regulation.
• Assess the neuropsychological foundations of attachment communication and self-regulation.
• Integrate the three Character Solutions – Moving Toward, Away, Against within attachment theory models of human relationship.
• Explain how attachment styles are formed within implicit and explicit memory systems are based on brain development and interactions of experience that affect neurological development.
• Assess the neuropsychological foundations of attachment, communication, and self-regulation.
• Describe how attachment failures are a factor in the internalization of shame and manifest as patterns in present relationships and the therapy.
• Illustrate how attachment injuries become reenacted on a socio-cultural level in the form of systemic oppression.

Afternoon — Foundational Therapeutic Techniques -- Operationalizing Process Dynamics

• Explain the importance of slowing down the therapist/client exchange in an effort to increase “right-brain-to-right-brain” communication.
• Demonstrate how listening for triggers in a patient’s language can be used as an “Entry Point” to amplify what is consciously known as well as hidden from view.
• Illustrate how “Moment-to-Moment Tracking” is a means of slowing down the therapist/client interaction in the service of bringing unformulated material into symbolic representation.
• Demonstrate how the technique of “Forecasting” can be used as a suggestion, thus giving permission to bring unconscious or taboo material to the surface.
• Demonstrate how the techniques of “Mirroring, Naming, and Reflecting” can be used to help clients feel more deeply seen and understood.
• Describe how the above techniques are used as a means of translating right brain experiences into symbolic representation through the use of language

Day 3
Morning — Afternoon -- Trauma and Recovery: Part One

• Define trauma as it impacts the constructs of intersubjective, introspective, and exteroceptive experience of the individual.
• Present the Adverse Childhood Experience Study and include the current research on racism as a category that influences outcomes.
• Review physiological impact of trauma.
• Differentiate single event PTSD, Borderline Personality Disorder, and Prolonged Trauma, referred to as Complex-PTSD.
• Present the importance of the emotion of shame as a resource and protection during traumatic events.
• Describe the foundations and fundamentals of trauma treatment, including working with parts or ego states, transference and counter transference issues, boundaries, etc.
• Introduce Trauma treatment as a Three Phase Process.

Afternoon — Psychodynamic Formulation: Part One

• Describe the elements of a psychodynamic formulation.
• Integrate aspects of the Four Quadrant Model into the elements of a thorough psychodynamic formulation.
• Illustrate how psychodynamic formulation concepts can be used to assess the degree of client fragility as well as innate capacities and strengths.
• Integrate the three Character Solutions--Moving Toward, Away, Against within attachment theory models of human relationship.
• Explain the importance of “timing” of therapeutic interventions using the dynamic formulation assessment grid.
• List specific inquiry questions that target intrapsychic and relational aspects of a patient’s internalized beliefs and behaviors as a means of gaining greater clarity in the treatment of diverse populations.
• Demonstrate how loyalty contracts and the three Character Solutions can be integrated into the psychodynamic formulation write-up.

Residency 2: April 18-20, 2024
Day 1
Morning — Transference: Part One

• Explain how transference can be used as a powerful leverage for change in the repair of early attachment injuries.
• Identify three core types of transferential enactments and how they are themes or patterns that can be differentiated from one another.
• Demonstrate how to invite transferential inquiry through the use of entry-points in language.
• Review the difference between positive transference and a strong therapeutic alliance.
• Demonstrate how to palpate and access feelings of shame through working through a relational transferential lens using a two-person, intersubjective approach.
• Expand the scope of understanding counter-transference using a two-person, intersubjective orientation.

Afternoon — Part Whole Analysis

• Explain the importance of part-whole analysis in initial assessments and on-going treatment.
• Discuss how the over-use of one therapeutic technique only addresses a “part” of the picture in terms of the unique needs of clients.
• Demonstrate how parts either connect or do not connect to other parts as a way of understanding splitting and the dissociative process.
• Explain how part-whole analysis can be used in the service of as therapeutic healing and integration.

Day 2
Morning — Trauma and Recovery: Part Two

• Describe the Three Phase Model of trauma treatment and the goals of each phase.
• Describe how experiencing prolonged trauma stimulates involuntary changes in brain functioning and how this reorganization of the brain manifests as the symptoms of post-traumatic stress disorder.
• Elaborate on splitting and dissociation as normal and protective responses to trauma that are more common than previously recognized.

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Afternoon — Psychodynamic Formulation: Part Two: Learned Loyalty Contracts

• Demonstrate how to write up a case presentation using Macro-Micro analysis.
• Define the parameters and etiology of Learned Loyalty Contracts.
• Describe how early attachment failures contribute to dysfunctional Loyalty Contracts.
• List the quid pro quo components of historically based Loyalty Contracts.
• Identify the limitations of internalized Loyalty Contracts on adult growth and development.
• Illustrate how Loyalty Contracts can be understood on a systemic level as a means of culturally reinforcing messages that become internalized and replicated on an interpersonal and family systems level.

Day 3 Morning — Understanding Shame Splitting and Dissociation

• Describe how shame is a result of early attachment failures and how patterns of defensive over-compensations attempt to mask feelings of shame.
• Apply the continuum of dissociative process, giving examples of how to recognize dissociation within the treatment setting.
• Explain how patients with insecure attachment histories are more vulnerable to affect dysregulation and dissociative ruptures.
• Explain shame and shaming as a replication of "power-over" dynamics.

Afternoon — Power and Privilege Part One

• Explain how clients' presenting problems are often connected to social injustice and inequality, and how these societal messages have a substantial lifelong effect on the individual.
• Demonstrate how positions of privilege and oppression can be assessed using the relationally based Four Quadrant Model and the Healthy Self Model.
• Illustrate how the Cultural Marginalization Model interferes with equal access and the social dynamic of "othering."
• Demonstrate through case dialogue how micro-aggressions can occur in the dialogic exchange between a therapist and a client.
• Describe potential counter-transferential reactions to power and oppression dynamics that may become enacted in the therapeutic process.

• Examine how feelings of shame can be activated with the therapeutic dyad when exploring issues of privilege and socio-cultural marginalization.

Residency 3: October 17-19, 2024
Day 1
Morning — Transference: Part Two

• Explain how ruptures of attunement on the part of the therapist can trigger memories of early attachment failures and negative transferential reactions.
• Apply recent research findings on rupture, and repair within the context of the therapeutic relationship.
• Explain how therapists can become more proficient at recognizing transferential cues through asking questions that invite dialogue into transferential inquiry.
• Explore how a therapist's negative counter-transferential reactions may represent and unexamined "power over" unconscious enactment.
• Demonstrate how the techniques of mirroring and the use of metaphor can create a bridge that brings unformulated experiences/enactments into symbolic representational form.
• Practice a range of reflective summary statements that will enable the therapist to reestablish a state of co-regulation, repair, and connection.

Afternoon — Termination

• Explain how a therapist can anticipate and address issues that are likely to lead to premature patient termination if left unaddressed during the course of therapy.
• Illustrate how the termination process can be discussed in the patient's initial treatment agreement.
• List the minimum criteria for considering what an adequate termination process would entail.
• Identify key elements that need to be taken into consideration in voluntary (patient) termination.
• Summarize the main components of implementing the termination phase of treatment.
• Describe how the termination process can assist in facilitating a consolidation of gains and treatment.

Day 2
Morning — Trauma and Recovery: Part Two

• Evaluate Structural Dissociation as model for understanding how trauma impacts the nervous system and manifests as distinct emotional responses emanating from the sympathetic (fight, flight) and dorsal vagal (submit, cry for help, freeze).
• Demonstrate the client's sequence of neurobiologically driven physical and emotional reactions when triggered, and using psychoeducation to increase the client's capacity for mindfulness, self-compassion and self-regulation.
• Integrate psychodynamic interventions and neuro-biological principles to enhance right brain to right brain attachment repair.

Afternoon — Integrating Spiritual Beliefs and Practices into the Treatment Dialogue

• List ways of incorporating spiritual practices as an adjunction to traditional clinical care.
• Describe various types of evidence-based spiritual practices that have been shown to be effective in reducing depression and anxiety.
• Apply ethical considerations around maintaining boundaries, clinical competence and respect for cultural differences.

• Demonstrate various methods of introducing spiritual techniques into the therapeutic dialogue.

Day 3
Morning — Expressive Therapies for a Psychodynamic Bridge to Accessing Implicit Memory Systems

• Describe how expressive therapy techniques can be used as a means of accessing implicit memory systems to help translate the patient's unformulated material into symbolic, linguistic meaning.
• List the ethical considerations in implementing expressive therapy techniques.
• Illustrate the Expressive therapies Continuum (ETC) and Media Dimensions Variables (MDV) as models for decision-making in the treatment process.
• Demonstrate how to integrate the Four Quadrant Model and other core curriculum concepts using specific expressive therapy techniques to access hidden material.
• Explain how the concept of "Reflective Distance" can be used as a container for coregulation of patient affect and Right-Brain-to-Right-Brain mental processing in the service of integration of various self-states.

Afternoon — Integrating Core Concepts

• Apply the concepts of Macro and Micro Case Conceptualization using the Four Quadrant Model and Healthy Self Model to your own case examples.
• Demonstrate how to work with the therapeutic relationship to increase feelings of safety and trust in the service of moving toward authentic self-expression.
• Explain how the techniques of mirroring and moment-to-moment tracking help reveal unconscious fears and longings that were the result of early attachment failures.
• Demonstrate through various clinical examples ways you can assist in coregulation of a client's affect in the service of integration and repair.
• Summarize a framework that demonstrates neurobiological evidence for the efficacy of psychodynamic treatment approaches.
• Describe the physiology of shame--primary and secondary shame (as defenses and as naturally occurring emotions.)
• Explain how psychodynamic interpretation of resistance can be reframed as reflexive, protective responses that are biologically based.

• Identify common blind spots and examples of micro-aggression within the context of privilege and marginalization.

Webinars
Addiction from a Relational Psychodynamic Perspective

• Analyze various recovery modalities, including 12-step programs, harm reduction protocols and evolving non-12-step protocols.
• Demonstrate how early attachment failures link to the emergence of addictions.
• Explain neuroscientific and developmental conceptualizations as they contribute to the process of addiction recovery.
• Connect defensive compensations of the Four Quadrant Model to an understanding of addictions as a patient's attempt at self-regulation and shame management.

Psychodynamics of Psychopharmacology

• Explain the basic differences in the neuropharmacological, psychological, affective, and behavioral actions between the major classes of psychiatric medications.
• Demonstrate an understanding of the different drive pathways in the mammalian brain and how these relate to psychiatric medication.
• Review the key psychodynamic concepts relevant to pharmacotherapy.
• Identify how a patient may manifest pharmacological treatment resistance to medications and from medications.
• Explain how the therapeutic alliance can be utilized to address ambivalence and resistance in the use of medication.

Power, Oppression and the Therapeutic Process: Part Two

• Explain how clients' presenting problems are often connected to social injustice and inequality, and how these societal messages have a substantial lifelong effect on the individual.
• Demonstrate increased self-and-other-awareness of privileged and oppressed identities of the therapist and client.
• Demonstrate principles of socially just therapeutic practices focusing on the healthy aspects of the client's functioning and fostering of tools for personal and social change.
• Explain the four broad domains of cultural competence.
• Describe potential counter-transferential reactions to power and oppression dynamics that may become enacted in the therapeutic process.

Ethics: Suicide Assessment and Management

• Explain the difference between various forms of suicidal ideation and suicidal behavior.
• Recognize how both acute and chronic factors contribute to suicide risk.
• Demonstrate an ability to screen for self-harm behavior and suicide risk and determine appropriate level of care.
• Understand their scope of practice for suicide and know where to refer individuals beyond their scope of practice.

Psychedelics of Psychopharmacology

• Compare LSD, Psilocybin, and MDMA in terms of their psychological and neurological effects.
• List research findings that demonstrate the efficacy of psychedelics in the treatment of mental illness. Understand their scope of practice for suicide and know where to refer individuals beyond their scope of practice.

• Recite the historical context for modern applications of psychedelic medicines.

• Describe the common factors among psychotherapy and other healing practices as they are related to psychedelic treatment planning.

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Sexualities in the Clinical Setting

• Creating space for clients to explore sexual concerns and identity exploration: boundaries, confidentiality, and competencies.
• Examine social constructs and identities impacting clinical relationships and treatment related to sexually related issues.
• Explore psychological approaches to the treatment of issues around sexuality: identities, relationships, and functioning.​

Get in Touch With Us

For more information about the Advanced Psychotherapy program at Loyola University Chicago, please contact us today.

The Institute for Advanced Psychotherapy at Loyola University Chicago
1032 W. Sheridan Rd. | ​Chicago, IL 60660
312.915.7034 | [email protected]