There is no greater agony than bearing an untold story inside you.
-Zora Neale Hurston
In 1989, Manhattan Institute became one of the first postgraduate institutions to offer specialty training in trauma. The Institute’s Trauma Treatment Center now offers a two-year program leading to a Certificate in Trauma Studies.
This two-year long sequence builds on the success of more than 25 years’ experience educating mental health professionals in the theory and practice of intensive, psychoanalytically-informed psychotherapy with adults who have a history of significant early-life developmental or interpersonal trauma. Readings and class discussion represent the interface of the fields of psychoanalysis and traumatology.
To learn more about the importance of in-depth trauma-specific psychotherapy, read this blog post by executive director Sandra L. Green, LCSW, SEP.
The Manhattan Institute for Psychoanalysis is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers.
Classes – Year One:
Students attend 30 hours of seminars imparting foundational knowledge about trauma and its treatment. Each of the ten, 3-hour seminars is devoted to a key topic. Students are assigned readings drawn from both contemporary psychoanalytic and traumatology literature. Each section is taught by a faculty member expert in the subject matter, affording students exposure to a diversity of clinical and theoretical perspectives.
Classes are held on Saturdays from 10:30 a.m. -1:30 p.m.
Classes – Year Two:
Building upon the groundwork of the first-year curriculum, a series of six five-hour seminars elaborates essential issues in-depth.
Classes are held on Saturdays from 10:30 a.m.-3:30 p.m.
Case Consultation Requirement:
Thirty hours of individual consultation are required in each of the two years. Students may choose from a list of approved consultants and arrange meetings at a time that is mutually convenient. Students should work with a different consultant each year. Please click here for a list of case consultants.
Applicants must be licensed for independent clinical practice. Some experience working with traumatized populations and familiarity with psychoanalytic concepts are expected. Those who are license-eligible may be considered for participation in the didactic portion and may complete the requisite case consultation upon attainment of licensure.
Frances Sommer Anderson, PhD, Laura Barbanel, EdD, Grant Brenner, MD, Valerie Bryant, PhD, Jay Frankel, PhD, Richard B. Gartner, PhD, Sue Grand, PhD, Sandra L. Green, LCSW, Elizabeth Hegeman, PhD, Elizabeth F. Howell, PhD, Jonathan Kurfirst,PhD, Beth Lawrence, LCSW, Eli Zal, LCSW, Stefan R. Zicht, PsyD.
Tuition: $1000.00 per year. Case consultation is $50 per session.
Tuition is due before the first day of classes. Students who withdraw past the first session of the semester are liable for all of the tuition charge for that semester. Tuition and fees are subject to change without notice pursuant to a resolution of the Board of Trustees.
Students are expected to attend the seminars for which they are registered in order to qualify for the Certificate. Missing more than one class session in a semester during the first year, and one class in the second year, will result in not receiving credit for that year. The missed sessions can be made up in a subsequent year, but not after more than two subsequent years. All such make ups will be subject to an administrative fee.
Click here for application materials.
Click here to pay $50 application fee.
Certificate Program in Trauma Studies – 2016-2017 Schedule
Year One Seminars (Saturdays 10:30-1:30)
Year Two Seminars (Saturdays 10:30-3:30)
Through both readings and class discussion, students will learn to identify, recognize, define, and diagnose psychological trauma. Emphasis is placed on early relational/developmental trauma – usually referred to as complex trauma. Students will learn about the essential psychodynamic and developmental consequences of early life relational trauma. An introduction to a stage-oriented model of trauma therapy will be provided with additional elaboration on the essential elements of conducting trauma-focused psychotherapy.
Through readings, class discussion and case presentation, students will learn: how to define, identify, and work with people with dissociation resulting from trauma. A focus will be on the high incidence and significance of this condition; a historical review of the concept of dissociation; how childhood trauma, including both relational trauma and the sexual and physical abuse of children, results in dissociation; how unrecognized trauma may emerge during the process of psychotherapy and how to understand and work with this.
Some basic information on dissociative process and dissociative structure are covered, including readings form the instructor’s book, The Dissociative Mind. Learning objectives: be able to describe three of the ways the word “dissociation” is used; be able to describe the concept of “splitting” in terms of attachment and dissociation; be able to articulate the dissociative aspect of projective identification; be able to discuss the concept of dissociative attunement; be able to apply the above concepts with positive clinical effect in practice with traumatized individuals.
Through both readings and class discussion, students will learn: how to define and identify common transference and countertransference configurations in working with traumatized adults; when to use transference and countertransference data implicitly versus explicitly with the patient; how to understand enactments and how to clinically utilize enacted material to help patients better understand and resolve their trauma histories.
Research documenting the prediction of attachment at one-year from mother-infant interaction patterns at 4-months, and other work on developmental attachment theory will be briefly reviewed. Future cognitive and social development, and the ability to self-regulate, depends on the emotional availability of an adequate caregiver as the child makes meaning and feels known. How early life trauma is experienced and memory stored in the brain will be discussed. Through readings and case descriptions the impact of early neglect, maltreatment and abuse will be explored with a focus on the application of theory to practice.
Through readings, presentation of clinical material and class discussion students will: become familiar with the basic elements of current Attachment Theory; develop an understanding of how Attachment Theory relates to both normative interactional behavior and to the more “symptomatic” behaviors of traumatized individuals; gain a richer understanding of the relational aspects of dissociative processes and their connection to different forms of traumatic attachment; learn how internalized patterns of attachment manifest in treatment situations and how to use the information in these experiences to enhance formulations and the subsequent development of interventions when treating traumatized individuals.
This seminar will focus on the interpersonal aspects of intimate relationship trauma, using the specific example of men sexually abused as boys. The course will address the special issues boys and men face when processing childhood sexual abuse. Particular attention will be given to the topics of male gender socialization, sexual orientation worries, and myths that interfere with men being open about their histories or even recognizing their sexual betrayal. Treatment issues and transference/countertransference dilemmas will be addressed. Teaching methods will include didactic lecture, clinical examples from the instructor’s practice, and discussion of students’ clinical examples. By the end of the seminar, students will understand prevalence and meaning of boyhood sexual abuse; understand the relational impact of sexual betrayal on boys; understand how masculine gender socialization and concerns about sexual orientation intersect with processing boyhood sexual abuse; and be able to explore transference and countertransference reactions when working with male victims of childhood sexual abuse.
Through both readings and intensive class discussion, students in this seminar will consider the psychology of those defined as “Perpetrators” of interpersonally-mediated traumatic events. The seminar will focus on gaining a better sense and understanding of the psychological organization of such persons, especially in terms of the role of dissociation, and will explore the clinical challenges inherent in working with them. In depth discussion of clinical examples will be utilized with an eye towards conceptualizing potential countertransference interferences and pitfalls in working with such individuals.
Students will be able to discuss: the concept of identification with the aggressor, including its clinical manifestations; how it results from trauma and is related to other consequences of trauma; how it influences and restricts someone’s subjective experience and interpersonal relationships; how it manifests in the treatment situation, and can be addressed clinically.
Students will learn to define and recognize resilience, and to understand its antecedents and development. Students will learn how to work with traumatized individuals to develop resilience, as an antidote to trauma-induced helplessness. Students will learn to differentiate resilience from hardiness or stoicism.
Students will be able to convey understanding of basic neurobiology as pertains to clinical work with trauma.Students will be able to educate patients about fundamental aspects of trauma neurobiology as appropriate to augment clinical engagement and response. Students will develop an understanding of the neurobiology of trauma that will enable them to pursue further study on their own or through additional training. Students will develop an understanding of several key frameworks for understanding neurobiology as pertains to trauma, and appreciate their clinical and practical significance.
Through reading, silent guided experiential processes, and discussion of clinical material, students will learn: Wilma Bucci’s Multiple Code Theory as a theoretical model for understanding the somatic/implicit/nonverbal impact of emotional and physical trauma; how to apply Multiple Code Theory in discussing clinical material; how to track somatic responses to clinical case material, thereby enhancing their ability to identify and engage nonverbal aspects in the treatment of trauma.
Some key papers on dissociative process and dissociative structure are covered, including readings from classical psychoanalytic and contemporary relational authors (Ferenczi, Bromberg), involving the phenomena of dissociated self-states. Two chapters from the instructor’s book, Understanding and Treating Dissociative Identity Disorder – one on types of dissociative parts in Dissociative Identity Disorder, and one on dissociative psychodynamics – are also taught. Students will know the difference between dissociation and repression; be able to explain the differences between dissociative process and dissociative structure; be able to explain what Bromberg means by dissociated self-states; be able to explain multiplicity, dissociation, and dissociative multiplicity; increase their capacity for applying the above concepts in clinical practice.
This clinical seminar draws on students’ own clinical examples and those of the instructor to clarify and deepen understanding of the basic relational tools associated with the analytic relationship. Through readings, lecture and class discussion, students will learn: to recognize the relational paradigms influenced by the abuse of power and to understand nuances of the victim-perpetrator dyad; to understand their personal reactions to their patient’s transferential presentations; to tolerate and explore intense and painful affects and attributions in the analytic dyad; to recognize enactments of dissociated relational configurations; techniques of working with dissociated affects, cognitions and patterns.
This clinical seminar focuses on the later stages of trauma therapy, particularly on the working-through and resolution phases. We explore core challenges inherent in working with particularly intractable states such as shame and self-destructive or masochistic behavior patterns. Technical difficulties in assisting patients in overcoming affect phobias, tolerating positive affect, grieving trauma-related losses, and building a cohesive life narrative that is no longer centered around an identity as a trauma-victim are covered. These themes are considered through in-depth discussion of readings and clinical examples that class members bring to the group.
In this forum, advanced students will have the opportunity to interact with three faculty members. The primary vehicle for this forum is the presentation of actual clinical cases by one or more of the faculty members. Each case exemplifies difficult conditions that commonly occur in the treatment of traumatized individuals. Through in-depth processing of these cases within the forum, candidates’ integration of theory with its practical applications will be enhanced. Students will be encouraged to ask critical questions and to discuss their own clinical experiences as appropriate to the particular themes. Specific learning objectives include: enhanced ability to experience and identify probable emotional reactions and typical interactional styles that are evidenced within an ongoing treatment; and to appreciate how these reactions comprise information that can be organized theoretically, and subsequently employed by the clinician, to guide interventions in working with traumatized individuals.