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The curriculum of the Toronto Institute of Psychoanalysis attempts to respond to the ongoing needs of each candidate class, with the aim of improving and developing the educational goals and standards for each subsequent class. What follows is an outline of the current curriculum. Note that there is some fluctuation in curriculum: courses are added or dropped, especially in the fourth year, where electives vary with candidates’ interest.
Seminars run from September to June on Tuesday evenings, 7:15 to 10:30 p.m., with a 15-minute break between the two seminars. (Seminars will not be held during the two weeks of March Break, or during Passover.) |
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| First Trimester Courses (Sept to Dec) | Click on a course title to see full details |
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| Introductory Evening |
2 Sessions |
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| Introductions and initial dicussion about the program. |
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| History of Psychoanalysis in Toronto |
1 Sessions |
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| Discussion of Dr. D. Frayn's Psychoanalysis in Toronto (2000) looking back on the many and varied aspects of the local development of the Toronto Psychoanalytic Society, its members and Institute. |
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| This seminar will be the introduction to a course on psychoanalytic ethics extending over the four years of didactic classes. The goal of this first seminar is to review the history of the introduction of ethical principles into clinical practice. Candidates will explore how the recognition of the influence of the transference on the behaviour of psychoanalysts led to the development of a framework for psychoanalytic practice. The continued importance of key aspects of this frame will be explored, and current concepts of boundaries in psychoanalysis will be examined. |
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| The Supervised Case: Part 1 |
2 Sessions |
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| These seminars will address the history of the supervised case in psychoanalytic training and some of the related controversies. The most common difficulties encountered in control cases will be outlined, as well as approaches to their resolution. |
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| On Being an Analyst |
2 Sessions |
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| This seminar will give all participants a chance to speak with each other about the multifaceted issues that will affect and challenge them in their new careers as psychoanalysts. |
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| Assessment & Analyzability |
2 Sessions |
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| These seminars will address the many considerations influencing the selection of analytic cases as well as the indications and contraindications of psychoanalysis itself. Topics such as premature termination, diagnosis, outcome, and current developments will be covered. |
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| The Beginnings of Psychoanalysis: Dreams 1896–1901 |
8 Sessions |
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| These seminars offer an opportunity to explore the origins of psychoanalysis in Freud's work, but their primary purpose is to gain a mastery of ideas and observations that will provide a clinically useful understanding of hysteria, dreams, and neurotic symptoms. Throughout, attention will be paid to clinical applications. |
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| Basic Concepts of Technique |
7 Sessions |
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| The goal of these seminars is to introduce the basic concepts of psychoanalytic technique. This will be done through a comparative review of these concepts, concerning three important junctures in the development of technique. The early period covers Freud's papers on technique. These papers were written in the second decade of the twentieth century and prior to Freud's introduction of the structural hypothesis. The second period begins in 1941 when Otto Fenichel published Problems of Psychoanalytic Technique. The third period is the current one and focuses on a mainstream textbook, The Patient and the Analyst, by Sandler, Dare, and Holder. Discussions will also address interesting controversies about some of our basic and cherished ideas. |
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| Metapsychology & the Development of the Structural Theory |
1 Sessions |
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| This course will follow and elucidate the development of Freud's theorizing as he gradually moved from the topographic model found in The Interpretation of Dreams, toward the greater clinical and theoretical explanatory power of the structural theory. The course will further examine the significant theoretical tension within Freud's metapsychology as his theory advanced and expanded, subsuming the dynamic, topographic, economic, and genetic points of view. The vicissitudes and complexity of Freud's changing notion of instincts, so crucial to the development of the structural theory, will be given special consideration. The conclusion of the course will consider modern currents and developments in the theory of instincts and metapsychology. |
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| Second Trimester Courses (Jan to Mar) | Click on a course title to see full details |
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| Metapsychology & the Development of the Structural Theory |
12 Sessions |
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| This course will follow and elucidate the development of Freud's theorizing as he gradually moved from the topographic model found in The Interpretation of Dreams, toward the greater clinical and theoretical explanatory power of the structural theory. The course will further examine the significant theoretical tension within Freud's metapsychology as his theory advanced and expanded, subsuming the dynamic, topographic, economic, and genetic points of view. The vicissitudes and complexity of Freud's changing notion of instincts, so crucial to the development of the structural theory, will be given special consideration. The conclusion of the course will consider modern currents and developments in the theory of instincts and metapsychology. |
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| This seminar will be the introduction to a course on psychoanalytic ethics extending over the four years of didactic classes. The goal of this first seminar is to review the history of the introduction of ethical principles into clinical practice. Candidates will explore how the recognition of the influence of the transference on the behaviour of psychoanalysts led to the development of a framework for psychoanalytic practice. The continued importance of key aspects of this frame will be explored, and current concepts of boundaries in psychoanalysis will be examined. |
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| This seminar will be the introduction to a course on psychoanalytic ethics extending over the four years of didactic classes. The goal of this first seminar is to review the history of the introduction of ethical principles into clinical practice. Candidates will explore how the recognition of the influence of the transference on the behaviour of psychoanalysts led to the development of a framework for psychoanalytic practice. The continued importance of key aspects of this frame will be explored, and current concepts of boundaries in psychoanalysis will be examined. |
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| This seminar will be the introduction to a course on psychoanalytic ethics extending over the four years of didactic classes. The goal of this first seminar is to review the history of the introduction of ethical principles into clinical practice. Candidates will explore how the recognition of the influence of the transference on the behaviour of psychoanalysts led to the development of a framework for psychoanalytic practice. The continued importance of key aspects of this frame will be explored, and current concepts of boundaries in psychoanalysis will be examined. |
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| This seminar will be the introduction to a course on psychoanalytic ethics extending over the four years of didactic classes. The goal of this first seminar is to review the history of the introduction of ethical principles into clinical practice. Candidates will explore how the recognition of the influence of the transference on the behaviour of psychoanalysts led to the development of a framework for psychoanalytic practice. The continued importance of key aspects of this frame will be explored, and current concepts of boundaries in psychoanalysis will be examined. |
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| Psychosexual Conflicts |
1 Sessions |
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| This seminar will be the introduction to a course on psychoanalytic ethics extending over the four years of didactic classes. The goal of this first seminar is to review the history of the introduction of ethical principles into clinical practice. Candidates will explore how the recognition of the influence of the transference on the behaviour of psychoanalysts led to the development of a framework for psychoanalytic practice. The continued importance of key aspects of this frame will be explored, and current concepts of boundaries in psychoanalysis will be examined. |
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| This seminar will be the introduction to a course on psychoanalytic ethics extending over the four years of didactic classes. The goal of this first seminar is to review the history of the introduction of ethical principles into clinical practice. Candidates will explore how the recognition of the influence of the transference on the behaviour of psychoanalysts led to the development of a framework for psychoanalytic practice. The continued importance of key aspects of this frame will be explored, and current concepts of boundaries in psychoanalysis will be examined. |
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| This seminar will be the introduction to a course on psychoanalytic ethics extending over the four years of didactic classes. The goal of this first seminar is to review the history of the introduction of ethical principles into clinical practice. Candidates will explore how the recognition of the influence of the transference on the behaviour of psychoanalysts led to the development of a framework for psychoanalytic practice. The continued importance of key aspects of this frame will be explored, and current concepts of boundaries in psychoanalysis will be examined. |
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| Infantile Neurosis |
1 Sessions |
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| This seminar will be the introduction to a course on psychoanalytic ethics extending over the four years of didactic classes. The goal of this first seminar is to review the history of the introduction of ethical principles into clinical practice. Candidates will explore how the recognition of the influence of the transference on the behaviour of psychoanalysts led to the development of a framework for psychoanalytic practice. The continued importance of key aspects of this frame will be explored, and current concepts of boundaries in psychoanalysis will be examined. |
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| This seminar will be the introduction to a course on psychoanalytic ethics extending over the four years of didactic classes. The goal of this first seminar is to review the history of the introduction of ethical principles into clinical practice. Candidates will explore how the recognition of the influence of the transference on the behaviour of psychoanalysts led to the development of a framework for psychoanalytic practice. The continued importance of key aspects of this frame will be explored, and current concepts of boundaries in psychoanalysis will be examined. |
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| This seminar will be the introduction to a course on psychoanalytic ethics extending over the four years of didactic classes. The goal of this first seminar is to review the history of the introduction of ethical principles into clinical practice. Candidates will explore how the recognition of the influence of the transference on the behaviour of psychoanalysts led to the development of a framework for psychoanalytic practice. The continued importance of key aspects of this frame will be explored, and current concepts of boundaries in psychoanalysis will be examined. |
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| This course will consider Freud's early and later understanding of anxiety as well as subsequent developments, contributed by authors such as Klein and Kohut, which will be explored through comparative case study. |
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| Third Trimester Courses (Mar to June) | Click on a course title to see full details |
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| Conflict and Compromise Formation 1 |
3 Sessions |
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| This course will deal with the part that defence against drives and against reality, both internal and external, plays in conflict and compromise formation. |
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| Conflict and Compromise Formation 2 |
3 Sessions |
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| This course will deal with the part that defence against drives and against reality, both internal and external, plays in conflict and compromise formation. |
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| This course will deal with the part that defence against drives and against reality, both internal and external, plays in conflict and compromise formation. |
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| Continuous Case Seminar 1 |
5 Sessions |
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| Seven "continuous cases" are spread over the four-year training program, some sixty seminars in all, that offer intensive, detailed, and practical clinical training. In these seminar courses, each led by a different training analyst, either a candidate or the instructor presents clinical material from an ongoing analysis. Through discussions of the unfolding clinical process, analytic concepts and techniques are illuminated, and differing theoretical approaches to the material are explored. These seminars afford candidates the opportunity to present their own case material to their peers and to an experienced training analyst. It is in these clinically focused seminars that the vital content of differing psychoanalytic perspectives is explored experientially. |
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| Analysis Terminable and Interminable |
1 Sessions |
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| Soberly realistic about analytic outcome, Freud indicated that conflict could not be permanently resolved or the ego definitively strengthened. He emphasized some important aspects of constitution, such as strength of the instincts, libidinal adhesiveness, free aggression, and psychic fluidity or rigidity. Considering the influence of experience, he regarded the more accidental traumatic neurosis as having an unusually favourable prognosis. While concurrently advancing dual drive theory and ego psychology, Freud also paradoxically returned to concepts of ego instincts. Freud pondered the nature of termination as well as incomplete, completed, periodic, and interminable analysis. He recognized that analysts might require re-analysis and hoped that the analytic process would continue after termination in the analyst's self-analysis. |
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| An Outline of Psychoanalysis |
1 Sessions |
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| In the long succession of Freud's expository works, the Outline exhibits a unique character. The others are, without exception, aimed at explaining psychoanalysis to an outside public, a public with varying degrees and types of general approach to Freud's subject, but always a relatively ignorant public. This cannot be said of the Outline. This is not a book for beginners; it is something much more like a refresher course for advanced students. |
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| The Scientific Project |
1 Sessions |
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| Using Freud's letters to Fliess and Sulloway's understanding of the context in which Freud wrote "The Project," we will study its major concepts and the illumination they provide of Freud's theory of the functioning of the mind in normality and psychopathology. We will think about the relationships between experience, metaphor, fantasy, hypothesis- and theory-making, and become acquainted with the additional gloss on the work in Lacan's "Rereading the Entwurf" in Seminar VII, The Ethics of Psychoanalysis. |
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| The Supervised Case: Part 2 |
3 Sessions |
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| The main purpose of this course is to elucidate the objectives of the case report and explore various ways of writing case reports. Candidates will also clarify the differences between the supervisor and the reader and be informed of the workings of the post-submission process. |
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| From Freud to Klein |
2 Sessions |
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| This seminar addresses the changes and expansion of Freudian theory into the object relations model. Reference will be made to the transition (e.g., Abraham and "infantile depression"), the extension (into child analysis, borderline and psychotic states), and the differences (e.g., concept of superego, neurotic vs. primitive mechanisms of defence) between Freud and Klein in theory and practice |
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| FIND A THERAPIST |
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| Need help finding the right therapist? Click the region in which you are located and browse through the list of therapists. |
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| FIND A TRAINING ANALYST |
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| Need help finding the right Training Analyst? Click the region in which you are located and browse through the list of Training Analysts. |
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| FIND A PSYCHOANALYST |
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| Need help finding the right Psychoanalyst? Click the region in which you are located and browse through the list of PsychoAnalysts. |
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The TORONTO INSTITUTE OF PSYCHOANALYSIS
