Elizabeth Corpt, LICSW, MSW
President and Chair
Linda Gelda, LICSW
Laurence S. Chud, M.D.
Ash Turnbull, LICSW
Paul Efthim, Ph.D.
Anna Stothart, Psy.D., LMHC
F. Kate Roy Sullivan, Ph.D.
Joyce Klein, LICSW
Rob Riethmiller, Ph.D.
Deborah Dowd, LICSW
Sara Emerson, MSW
Mal Slavin, Ph.D.
David Doolittle, Psy.D.
Jade McGleughlin, LICSW
John Moynihan, LICSW
Ginger Chappell, Ph.D.
Derrick Egbert, MEd, MBA
A PANEL CONVERSATION ABOUT BECOMING A PSYCHOANALYST OR PSYCHOANALYTIC PSYCHOTHERAPIST
Analysts, Candidates, and Fellows reflect on their experiences and respond to questions from those who are curious about training and practice
Wednesday February 3, 2016
7:30 to 10:00 p.m.
Harvard Loeb House, 17 Quincy St, Cambridge
Light refreshments will be served
Parking is available at the Harvard garage at the corner of Broadway and Felton Street
Moderators: Pat Harney, Ph.D & David Kemmerer, Ph.D (Admissions Co-Chairs)
Founded nearly 30 years ago, MIP is the first comparative and multi-disciplinary psychoanalytic training institute in New England
Engaged locally, nationally, and internationally, MIP is a vibrant community of clinicians and scholars grappling with the complexities of psychoanalytic pluralism.
MIP's training programs offer graduate clinicians and academic scholars a diversity of theoretical perspectives from classical to contemporary.
The Training Program in Psychoanalysis - 4 years of comparative courses, case supervision, and analysis.
The Advanced Candidate Training Program in Psychoanalysis - for clinicians who have already had significant experience and personal analysis.
The Postgraduate Fellowship Program - a 19-session, academic year of courses for clinicians and scholars interested in psychoanalytic theory. This program is offered in the Boston/Cambridge area and in the Pioneer Valley.
The Stechler Child & Adolescent Therapy Fellowship - a 24-session, academic year program that covers the major topics in child and adolescent psychotherapy, and is designed to help clinicians master the inherent challenges working with children.
Our Mission Statement
The Massachusetts Institute for Psychoanalysis (MIP) was founded in 1987 to provide high quality training in a comparative approach to psychoanalysis to graduate clinicians in all the mental health fields as well as to academic scholars. The Institute recognizes psychoanalysis as a rapidly changing field and strives to establish a spirit of questioning and inquiry in its curricula and programs. Committed to the alleviation of human suffering, MIP seeks to expand the application of psychoanalysis to an ever widening, more diverse range of individuals and cultural settings.
The Institute conducts training programs for clinicians and scholars of different levels of experience to develop broadly trained, versatile, compassionate, and ethical clinicians, researchers, teachers, and leaders. The Institute’s explicit decision not to designate a limited category of training and supervising analysts assures candidates wide freedom of choice in selecting supervisors and analysts. This policy also broadens and democratizes faculty access to serving as supervisors and personal analysts. The curricula are designed to impart a solid knowledge of the major psychoanalytic approaches while encouraging the continual exploration of the definition of psychoanalysis and the relationship between psychoanalysis and other forms of psychotherapy. MIP also fosters interaction with a wide range of other organizations and academic disciplines with the hope of contributing to the development of our field and the betterment of our world.
As a membership organization, MIP supports the efforts of graduate analysts and other members to practice, learn, and teach. As a community, MIP strives to maintain open pathways to committee membership, teaching and leadership positions, as well as an organizational structure that encourages wide participation by candidates and members in creative discussion of all aspects of Institute life. In all its endeavors, MIP remains committed to excellence, innovation, inquiry, and institutional self-examination.