Faculty Committee

SFCP Faculty Committee Statement

Philosophy, Ethic, and Aesthetic of Psychoanalytic Teaching

The SFCP Faculty Committee supports an evolving and creative development of psychoanalytic pedagogy. Teaching and learning psychoanalysis means encountering a complex body of knowledge while also interrogating and renewing that body of knowledge. We believe that teaching psychoanalysis is more than teaching ideas — it is also an induction into learning from experience, whether in the classroom, supervision, consultation, or community work.  

In our current pluralistic environment, teaching psychoanalysis takes place in a context in which cultural, social, and political factors have become essential elements in our professional theory and practice — elements that link us beyond the intersubjective to the transsubjective, involving social formations that include couples, families, groups, and human systems in general. Teaching psychoanalytically in this multidimensional environment means welcoming and encouraging a robust critique and questioning of theoretical assumptions and clinical approaches. We acknowledge that today’s students no longer view psychoanalytic theory and practice as an unquestionable set of precepts to be passed down, but instead require pedagogical innovations in experiential learning that keep theory and practice alive in the classroom. Our teaching traditions must take these considerations into account and be refreshed, while maintaining a solid transmission of theoretical and clinical knowledge.

We recognize that teaching is not simply an individual activity but ideally done collaboratively with other faculty members as part of the framework of the curriculum. In that spirit, we encourage teachers to design courses psychoanalytically, using conscious and unconscious thinking to come up with readings that include associative links between them, as well as a trajectory of theory. And, we encourage teachers to teach what most intrigues them in their own study of psychoanalysis — to pursue known and unknown areas more intensely. We believe that when teachers make this exploration something mutual with students, everyone can grapple, discover, and make something new out of psychoanalysis.

Finally, we believe that to facilitate the capacity in students to think and engage psychoanalytically, teaching psychoanalysis must involve learning from experience — the subjective experience that members of the group (teacher and students) have with each other and the material. Learning from this kind of experience moves students from knowing and understanding psychoanalysis to being and becoming psychoanalysts.

— The Faculty Committee

Who We Are and What We Offer

Faculty Committee Members
Peter Goldberg, Celeste Schneider, John Di Martini (co-chairs) 
Nancy Beckman, Genie Dvorak, Laurie Goldsmith, Maureen Kurpinsky, Catherine Mallouh, Patricia Marra 

Our Role
The Faculty Committee’s aim is to Support faculty development by offering programs and consultation to expand faculty members’ practice of psychoanalytic teaching. We are involved in:

  • Appointing faculty
  • Offering consultation to SFCP teaching divisions to promote a participatory teaching culture, broaden awareness and inclusion of the understanding of the diverse cultural and social contexts, and address other issues regarding faculty and teaching as they arise.
  • Offering an annual Faculty Retreat that is informed by current trends in psychoanalytic teaching at SFCP and beyond to promote best and deepening practice.
  • Offering “Pop-Up” meetings throughout the academic year in response to current pedagogical interests and needs.

Where We Live on the Organizational Chart
The Faculty Committee reports to the SFCP Management Team.

Faculty Consultation

As a Faculty member or as a teaching Division, you may contact the Faculty committee to consult with you on any topic that pertains to psychoanalytic pedagogy and/or your teaching practice. For example:

  • Developing a curriculum
  • Working with group process
  • Teaching a case conference or a didactic course

To contact the Faculty Committee, email Celeste Schneider at celesteschnei@gmail.com

Faculty Support Network

The Faculty Support Network is a peer-resource for those involved in teaching at SFCP. Members on this list work collaboratively with other faculty to share ideas and offer support. The following chart lists members who have volunteered to offer consultation on topics and issues specific to their areas of expertise and interest. This resource operates confidentially, does not make reports, or play any role in decisions taken by curriculum committees or other decision-making bodies in the Center. If you would like to add your name and areas of interest to the list, please contact Celeste Schneider at  celesteschnei@gmail.com.

Faculty MemberAreas of ExperienceContact Information
Richard Almond
  • Supervising and consulting on issues in psychotherapy and psychoanalysis; teaching; research; group/organization process; career development; psychoanalytic writing
  • Content: Early developmental research on maternal-infant interaction including systems and models and their application to psychoanalytic treatments
Phone  650-321-6637
E-mail
rjalmond@stanford.edu
Nancy Beckman
  • Consultation about general pedagogical issues
  • Syllabus Development and teaching aims for different levels of experience
  • Content: early attachment trauma, challenges in treatment/obstacles to change
Phone  415-346-9446
E-mail
ngbeckmanphd@gmail.com
Charles Fisher
  • Group process with a diverse group
  • Teaching Freud and Contemporary Freudian Theory
  • Content: psychoanalytic pluralism; psychoanalysis and research
Phone  925-334-2292
E-mail
charlep@aol.com
Jack Giuliani
  • Consultation about general pedagogical issues
  • Promoting discussion in a case conference using the “weaving thoughts” model
  • Content: adolescent development and treatment; function and meaning of play in child work
Phone  415-346-0415
E-mail
giuliani@aol.com
Adam Goldyne
  • Consultation about general pedagogical issues
  • Comparative approaches in psychoanalytic teaching
  • Teaching early-career therapists 
  • Syllabus development for different levels of experience
Phone  415-826-9639
E-mail
agoldynemd@mac.com
Holly Gordon
  • Consultation about general pedagogical issues
  • Syllabus and course development for different experience levels
  • Comparative theory
Phone  415-346-4494
E-mail
hollygordon4@gmail.com
Gary Grossman
  • Consultation about general pedagogical issues
  • Course development:  syllabus development, teaching strategies, didactic and group work, developing learning/teaching goals and objectives
  • Content:  Gender and sexuality, transference and countertransference
Phone  415-928-4662
E-mail
gary.grossman@ucsf.edu
Zoe Grusky
  • Consultation about general pedagogical issues
  • Assessing and teaching to different experience levels
  • Integrating clinical material into theoretical discussions
  • Thinking about how group process dynamics can subtly interact with pedagogical issues
Phone  415-824-8432
E-mail
zgrusky@aol.com
Mardi Horowitz
  • Consultation about general pedagogical issues
  • Content: Complex formulation for use in psychodynamic psychotherapies for personality growth  understanding mastery of grief and trauma; identity disturbances and self-organization
Phone  415-476-7612
E-mail
mardih@lppi.ucsf.edu
Maria Longuemare
  • Consultation about general pedagogical issues
  • Curriculum Development
  • Teaching to different levels of experience
Phone  415-922-6765
E-mail
marialonguemare@icloud.com
Era Lowenstein
  • Consultation about general pedagogical issues
  • Leading preceptorship seminar
  • Difficulties in group dynamics that interfere with teaching and with the group working
  • Content: primitive mental states; early trauma; perversion; early childhood and adolescence; mentalization
Phone  415-695-9656
E-mail
eraalowenstein@gmail.com
Mali Mann
  • Consultation about general pedagogical issues
  • Consultation with early career psychoanalyst or psychotherapist
  • Leading discussion in case conference 
  • Content: early childhood trauma and treatment via mentalization process; children and adolescent treatment
Phone  650-867-7461
E-mail
mannm@stanford.edu
Ray Poggi
  • Consultation about general pedagogical issues
  • Group dynamics
  • Creating a safe atmosphere in which to explore difficult issues both in the analysand and in the analytic couple.
  • Teaching therapists early in their career
Phone  510-644-3434
E-mail
rpoggi@mindspring.com
Louis Roussel
  • Consultation about general pedagogical issues
  • Content: early childhood; childhood sexuality; theoretical parochialism; unconscious phantasy; contemporary views on psychoanalytic interpretation; therapeutic action
Phone  415-265-4960
E-mail
ruselou@yahoo.com
Marsha Silverstein
  • Consultation about general pedagogical issues
  • Content: Relevance of infant observation and early development (the infant / the child in the adult) for adult clinical work
Phone  510-841-3252
E-mail
msilversteinphd@gmail.com
Beth Steinberg
  • Consultation about general pedagogical issues
  • Teaching early career clinicians
  • Group process
  • Syllabus development for different levels of experience and educational goals
  • Organizational and staff dynamics consulting
Phone  415-441-5302
E-mail
besteinberg@comcast.net
Neil Talkoff
  • Consultation about general pedagogical issues
  • Class/group dynamics
  • Tailoring teaching style and material to experience levels and interests
  • Making teaching fun
  • Presenting new ideas/theoriestechnique
  • Clinical material as illustration:  attending to confidentiality issues
Phone  415-346-9309
E-mail
neiltalkoff@sbcglobal.net
Mitchell Wilson
  • General help with developing an ethos and stance in teaching psychoanalysis, independent of content
  • Content: elements of close reading; the contemporary literature; psychoanalytic process; therapeutic change; French analysis (Lacan Laplanche, Green); psychoanalytic writing
Phone  510-843-4660
E-mail
mdwmd@comcast.net

Becoming a Faculty Member

Instructions for Applying
Everyone intending to teach at SFCP (SFCP members, candidates or community members) must first apply to become official SFCP faculty. To do so, please download and complete the faculty application form, then send it to Tina Phu at tina.phu@sfcp.org, who will send it to the Faculty Committee for approval at the committee’s next scheduled meeting. This process may take up to six weeks.

Roles and Responsibilities as a Faculty Member
The main role of the faculty is to teach the courses they have agreed to teach unless there are outstanding circumstances that would preclude them from fulfilling their obligation. Faculty members should let the Curriculum Committee know as soon as possible if they can’t teach their course. And, faculty members need to submit syllabi and teaching materials in a timely manner.

Faculty members are responsible for any evaluations and feedback that are required for their course in the particular program in which they are participating — e.g., PED, PPTP — and to submit these in a timely fashion. 

Faculty are obliged to abide by ethical standards. If faculty members encounter any outstanding difficulties with their teaching or class, they should inform the committee that has asked them to teach and obtain consultation when needed. Consultation is available from the faculty committee.

Educational Resources

Faculty are invited to share psychoanalytic educational resources with one another. Below is a list of titles and the faculty member who contributed them.

Provided by Jonathan Shelder, PhD:
Tips for better Videoconferencing (Word document)

 

Provided by Jonathan Dunn, PhD:
Dunn, J. (2013). Toward A Psychoanalytic Way of Teaching Psychoanalysis. Psychoanal. Review, 100(6):947-971.  (available on PEP)

 

Provided by Laurie Goldsmith, PhD:
M. Fakhry Davids, Internal Racism, A Psychoanalytic Approach to Race and Difference (Red Globe, 2011).

Podcast: Interview with M. Fakhry Davids by New Books in Psychoanalysis: https://podcasts.apple.com/us/podcast/new-books-in-psychoanalysis/id423338807?i=1000513215686

 

Provided by Mardi Horowitz, MD:
Trauma informed therapy and personalized approaches to patients are always in need of updating, and this manuscript may contribute some teaching principles.

 

Provided by Mitchell Wilson, MD:
The ethics of psychoanalysis has to do with the essence of the analyst’s activities, functioning, and subjectivity––in short, the status of his/her/their desire to work as an analyst. This bibliography lists many of the seminal texts (books and papers) that constitute this field of inquiry. Quotations from each entry are given. NOTE: This topic is not about boundary violations.

Podcast: New Books in Psychoanalysis––The Analyst’s Desire: The Ethical Foundation of Clinical Practice. https://newbooksnetwork.com/the-analysts-desire

Upcoming Events

Saturday, June 1, 2024
Psychoanalytic Psychotherapy Education Division
Graduation Ceremony 2024
Neil Brast, MD (graduation speaker)
Saturday, June 8, 2024
Dialogues in Contemporary Psychoanalysis
A Psychoanalytic Playlist with Sasha Frere-Jones
Sasha Frere-Jones (interviewee); Adam Blum, PsyD (interviewer); Elizabeth Bradshaw, PsyD (moderator)
Wednesdays, September 4, 2024 to September 25, 2024
Psychoanalytic Student Seminars
Social Work in Community Settings: How Theory Supports Effective Alliances
Corey Datz-Greenberg, LCSW, and Julia St. George, LCSW (instructors)
Fridays, September 6, 2024 to June 20, 2025
Extension Education Programs
2024-2025 San Francisco Yearlong Program: Inventions of Madness: Grappling with Turmoil
Ania Wertz, PhD, PsyD; Diana C. Fuery, PhD, LCSW; Alexander Zinchenko, PhD; Alice Jones, MD; Deborah Weisinger, PsyD; Fernando Castrillon, PsyD; Inti Flores, MD; Shelley Nathan, PhD; and Catherine Mallouh, MD (instructors)
Fridays, September 13, 2024 to June 6, 2025
Extension Education Programs
2024-2025 East Bay Yearlong Program: Letting the Unconscious Lead the Way
Graeme Daniels, MFT; Elizabeth Stuart, MD; Eric Miller, PhD; Ben Goldstone, MA, LMFT; Pedro Job, PsyM; and Paul Watsky, PhD (instructors)
Saturday, September 14, 2024
Child Colloquium Series
Working with the Harsh Adolescent Superego
Holly Gordon, DMH (presenter); Ann Martini, LCSW (discussant)
Thursdays, September 19 to October 17, 2024
Coalition for Clinical Social Work
CCSW mini-Module: Working with Parents: A Complex and Essential Component of Child Psychotherapy
Lea Brown, LCSW, and Amy Wallerstein Friedman, LCSW (instructors)
Fridays, September 20, 2024 to May 23, 2025
Extension Education Programs
2024-2025 San Francisco Yearlong Program: Continuous Case Conference
Marc Wallis, LCSW; Paul Alexander, PhD; Kathy Waller, MD; Bronwen Lemmon, LMFT; and Genie Dvorak, PsyD (case conference group leaders)
Wednesdays, October 2, 2024 to October 23, 2024
Psychoanalytic Student Seminars
Winnicott, Creativity, and the Place Where We Live
Marty Mulkey, MFT (instructor)
Wednesdays, October 16, 2024 to May 7, 2025
Extension Education Programs
2024-2025 Seasoned Clinicians Program
Reyna Cowan, PsyD, LCSW; Clara Kwun, LCSW; Robin Deutsch, PhD; Jeanne Harasemovitch, LCSW; Amy Glick, LMFT; and Gary Grossman, PhD (instructors)
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