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STANDARDS
FOR
EDUCATION and TRAINING IN PSYCHOANALYSIS

Approved by the Board on Professional Standards

of the American Psychoanalytic Association
January 14, 2015

REVISED January 2015

 APsaA Standards for Education and Training in Psychoanalysis

Table of Contents

I. Definition and Goals of Psychoanalytic Education p. 1

II Responsibility for Psychoanalytic Education and Clinical Training p. 2

III. Selection for Psychoanalytic Education and Clinical Training p. 2

IV. Components of Psychoanalytic Education and Clinical Training p. 4

V. Assessment of the Adequacy of the Candidate’s Education p. 8

VI. Completion of Psychoanalytic Education and Readiness for Graduation p. 9

VII. Selection and Development of Institute Faculty p. 10

VIII. Selection and Development of Training and Supervising Analysts p. 10

IX. Education in Child and Adolescent Psychoanalysis p. 18

 APsaA Standards for Education and Training in Psychoanalysis

I. Definition and Goals of Psychoanalytic Education:

Psychoanalysis is a set of theories of structure, function and development of mental life,
psychopathology, and treatment. The application of these theories forms the basis of both a
specialized form of psychotherapeutic treatment, psychoanalysis, and the principles of the
psychodynamic psychotherapies.

The American Psychoanalytic Association first established national standards for professional
psychoanalytic education and training for its constituent institutes in 1938. The current
Educational Standards apply only to psychoanalytic education and training (adult, combined
adult and child/adolescent, and child focused training) in the Association’s approved institutes.
Throughout these Educational Standards, the term “institutes” refers to the psychoanalytic
education and training component of approved psychoanalytic institutes and centers. These
Standards do not refer to other education or training components of approved institutes or
centers, such as psychotherapy training.

Psychoanalytic education and training provides knowledge and critical understanding of

theoretical and clinical psychoanalysis, and proficiency in the practice of clinical
psychoanalysis and its application in other forms of psychological intervention. Completion of
education and training, and graduation from an approved institute are based upon the
acquisition of sufficient knowledge and skill to conduct psychoanalytic treatment independently
and competently.

The American Psychoanalytic Association (APsaA) recognizes two applications of the tripartite
Eitingon model of psychoanalytic training. They are sufficiently similar in goals and approach
to the training process, and are sufficiently coherent, evolved, and integrated. The APsaA
Board on Professional Standards deems as acceptable both models for our approved
institutes: (a) the “Original APsaA model,” which has two pathways to TA/SA appointment, (1)
the Traditional Pathway and (2) the Developmental Pathway; (see Section VIII. “Selection and
Development of Training and Supervising Analysts, below) and (b) the “William Alanson White
Institute (WAWI) model.” Approved institutes may organize their training programs around
either of these two models, providing that the “model” is adopted in its entirety; APsaA-
approved institutes cannot pick and choose from among features of each model. Reference
herein to the “WAWI training model” shall mean and incorporate the approach to policy and
procedures in congruence with these Educational Standards. [The Bulletin of the William
Alanson White Institute, published periodically by the White Institute and available on the
Institute’s website <www.wawhite.org>, includes the detailed procedures employed by the
William Alanson White Institute that are essential to implementing the WAWI training model].

APsaA recognizes that the “tripartite model” of psychoanalytic education can be implemented
through each of the approved training models. The three required components of the tripartite
model of psychoanalytic education and training include:
1. A non-reporting analysis with a training analyst. In the “Original APsaA
Model,” this analysis should be conducted with the analysand on the couch
at a frequency of at least four and preferably five sessions per week on
separate days in person. In the “William Alanson White Institute (WAWI)
model” the analysis may be conducted either with the use of the couch or
face-to-face at a frequency of at least three times per week.
2. A didactic curriculum described in detail in Section IV, below.
3. The supervision of a minimum number of psychoanalytic treatments: In the
original APsaA model, the supervision of at least three psychoanalytic

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treatments, which should include different genders, each conducted at a

frequency of at least four sessions per week on separate days in person.
In the “WAWI model”, the supervision of at least four psychoanalytic cases,
which should include different genders, each seen for a minimum of three
weekly sessions, with at least three different supervisors, for a total of at
least 200 supervisory hours.

The American Psychoanalytic Association uses a Training and Supervising Psychoanalyst

system in its approved institutes. The appointment processes, modifications and waivers, are
described in Section VIII, below.

II. Responsibility for Psychoanalytic Education and Clinical Training

Psychoanalytic education and clinical training is a shared responsibility of the Board on
Professional Standards (BOPS) and its affiliated Institutes. Establishing and maintaining
standards for psychoanalytic education and clinical training is a responsibility of the Board on
Professional Standards, as defined in the bylaws of the American Psychoanalytic Association.

Approved Institutes are responsible for ensuring that the training analysis, didactic curriculum,
and supervision of psychoanalytic work of all candidates are consistent with these standards.

Participating approved institutes and new training facilities of the American Psychoanalytic
Association will participate in periodic site visits from the Committee on Institutes (COI), the
Committee on New Training Facilities (CNTF) and the Committee on Child and Adolescent
Analysis (COCAA). These site visits are designed to review the institute’s educational and
training programs and to assess the institute’s compliance with the BOPS standards. When
institutes are not in full compliance with standards, the COI consults with the institute to assist
in strengthening its programs to return to full compliance. If these collaborative efforts fail to
result in full compliance with these standards, the Bylaws of the American Psychoanalytic
Association outline the relevant processes and procedures (see. Article XI, Section 5).

III. Selection of Candidates for Psychoanalytic Education and Training

It is the policy of The American Psychoanalytic Association that an applicant for candidacy is
never excluded on the basis of age, gender, sexual orientation, religious affiliation, race, or
ethnic background, or disability status. Selection is based on an applicant’s eligibility,
readiness and suitability. All applicants for clinical training must (i) have a license recognized
by the jurisdiction of their institute that permits the clinical practice of psychoanalysis; (ii) be
training in a jurisdiction in which the clinical practice of psychoanalysis is exempt from or not
regulated by licensure; or (iii) with respect to institutes that are authorized by their jurisdictions
to offer training leading to the licensure of graduates in the clinical practice of psychoanalysis,
be eligible within that jurisdiction to provide clinical services as part of their institute training.

A. Eligibility
Applicants who hold the following degrees and post-graduate clinical training are
eligible for training.

1. Doctors of Medicine or of Osteopathic Medicine who have graduated from an

accredited medical school or osteopathic school; and have completed or are
near completion of a psychiatry residency program.

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 APsaA Standards for Education and Training in Psychoanalysis

2. Mental health professionals who have completed a doctoral level degree from
an accredited mental health program and a minimum of 3000 hours or two
years full time mental health clinical experience post-graduation, including in-
patient and/ or emergency care experience.

3. Mental health professionals who have graduated from an accredited masters

program which is generally recognized as the highest clinical degree in the field
(currently a masters degree in social work, psychiatric nursing, or marriage and
family counseling) and have completed at least two additional post masters
degree years of didactic and clinical training including 3000 hours of clinical
immersion, 60 post masters hours of psychodynamic psychotherapy
supervision and 60 post masters hours of psychodynamically oriented
coursework and clinical seminars; or a two year organized post masters
psychodynamic psychotherapy program including supervised clinical
experience. They must be licensed in the jurisdiction in which they practice, or
practice in a jurisdiction in which their practices are exempt from or not
regulated by licensure.

4. In the “William Alanson White Institute model," mental health professionals who
have a doctoral level degree as defined in (III. A. 2) or a masters level degree
as defined in (III A. 3) above but have not yet accrued postgraduate clinical
experience as defined in (III. A. 2 or III. A. 3), provided such trainees are eligible
to obtain a “limited permit” from the NYS Education Department and are
documented to have achieved postgraduate experience as defined in (III. A. 2.
Or III A. 3) by the end of their psychoanalytic training.

5. Other persons who qualify under applicable law for admission to an approved
institute that is authorized within its jurisdiction to offer a training program
leading to licensure in psychoanalysis. (In New York State, such programs are
formally designated as “Licensure Qualifying Programs” under the regulatory
oversight of the State Education Department.)

B. Readiness
1. Eligible applicants must fulfill the prerequisite criteria of didactic education and
clinical experience specified in A, above, prior to matriculation.

2. The applicant should be able to demonstrate some knowledge of psychoanalysis

as well as the ability to meet the demands inherent in psychoanalytic training.
3. Personal and professional readiness for matriculation is determined through the
application process using interviews and a review of clinical material provided.
Individuals accepted for analytic training but evaluated as not fully prepared for
matriculation (i.e. starting seminars) should participate in didactic and supervised
clinical activity commensurate with their skill and educational level.

C. Suitability
Applicants must demonstrate a level of maturity, as well as the personal, professional,
and ethical integrity necessary for full psychoanalytic training.

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D. Modifications of Eligibility Standards

The American Psychoanalytic Association will consider requests from participating
psychoanalytic institutes or centers choosing to accept candidates who do not fall
within the Eligibility criteria outlined above.

The Board on Professional Standards has developed procedures and criteria for the
modification of the usual eligibility standards for psychoanalytic education and clinical
training for Institutes wishing to accept candidates who do not fully meet the above
eligibility criteria:

1. Institutes should consult the Committee on Preparedness and Progress

(COPAP) of the Board on Professional Standards when consideration of other
licensed professionals is being requested.

2. Institutes should consult the Committee on Research and Special Training

(CORST) of the Board on Professional Standards when consideration of
scholars, researchers, and other professionals is being requested.

IV. Components of Psychoanalytic Education and Clinical Training

Psychoanalytic education and training has three essential and required components:

1. The Non-reporting Training Analysis:

A non-reporting training analysis: In the original APsaA model, the training analysis
should be conducted with the analysand on the couch at a frequency of at least four,
preferably five, sessions per week in person. In the “WAWI model,” the training
analysis may be conducted on the couch or face-to-face, at a frequency of at least
three weekly sessions. In the original APsaA model, it is expected that the candidate’s
training analysis begins prior to matriculation, and should continue through a
substantial portion of the candidate’s supervised clinical psychoanalytic work. In the
“WAWI model” the candidate’s training analysis may begin no later than October of the
first academic year of training, and should continue at a minimum of three sessions
weekly for at least 300 hours. The WAWI Training Committee may recommend
additional training analysis depending on the candidate’s progress toward graduation.

The Board on Professional Standards recognizes that the “original APsaA” training
model may permit occasional modifications of the frame, including changes in
frequency and the use of the couch. A portion of a training analysis conducted in part
via the telephone or other electronic means or a condensed personal analysis (a
personal analysis with more than one session per day on a regular basis) requires a
waiver. Waiver requests are evaluated by the Committee on Institutes (COI) or the
Committee on New Training Facilities (CNTF) based on guidelines developed by the
Board on Professional Standards (BOPS). If recommended by COI or CNTF, the
waiver request is presented to the BOPS for approval. A waiver is also required if the
candidate’s analysis will be conducted by an analyst who is not a Training Analyst.
(See VIII, C). The “WAWI model” provides that waiver requests are under the purview
of the Institute’s Training Committee, and permits the Institute’s Training Committee,
after due consideration, to grant waivers of the approved Training Analyst requirement.

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 APsaA Standards for Education and Training in Psychoanalysis

A non-reporting analysis is defined as completely confidential, without any participation

of the candidate’s analyst in progression decisions. The decision to participate together
in a class of the didactic curriculum by a candidate and their training analyst should be
determined at the Institute level and ultimately should be based on respect for the
wishes of the analysand and analyst.

2. Psychoanalytic Curriculum
An integrated curriculum of psychoanalytic study must provide a comprehensive
understanding of the fundamentals of and interrelationship between psychoanalytic
theory and clinical practice. It should teach critical thinking about the historical and
conceptual structure and developments of psychoanalytic theory and practice.

A candidate’s training experience should involve the simultaneous participation in the

didactic course work, their training analysis and supervised clinical work. Such
immersion enables the candidate to understand the empirical basis of theoretical
formulations and their revisions, and to develop skill in the conceptualization of case
material. When a candidate’s participation in seminars occurs during a period of less
than optimal clinical immersion a program of post-seminar study is indicated to provide
candidates maximal opportunities for such integration.

The didactic curriculum consists of a scheduled series of seminars distributed over a

period of a minimum of four years or a minimum of 450 hours. Although the titles and
timing of seminars vary among Institutes the curriculum should be organized to include
the following subject matter:
a. Psychoanalytic Treatment Situation and Technique
The study of psychoanalysis as a treatment process includes diagnosis,
indications for and appropriateness of psychoanalysis, the establishment of the
psychoanalytic situation, and the theoretical and technical issues relevant to the
development and unfolding of the psychoanalytic process. Subsequent
readings and clinical case seminars include the technical considerations
presenting in the beginning, middle, and ending phases of the analytic process,
and may include the conceptual and technical aspects of combined
psychoanalytic and psychopharmacological treatments, and other appropriate,
adjunctive therapeutic modalities (e.g. couples, child, or family therapies).
Technique seminars should explore the applications of theory to clinical
process.

b. Psychoanalytic Theory
The basic concepts of psychoanalysis and the major models of the mind are
studied from a historical and critical perspective. This includes the critical
exploration of the basic writings of Freud and subsequent major psychoanalytic
theorists.

c. Psychopathology
A psychoanalyst must develop a dynamic understanding of a broad range of
psychopathology. Seminars on psychopathology typically consider historical
and contemporary psychoanalytic theories of the neuroses, character disorders,
borderline and narcissistic disorders, affective disorders, psychosomatic
disorders, and the psychoses. Clinical examples illustrate the multiplicity of

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dynamic, structural, genetic, and developmental factors leading to the formation

of the presenting clinical picture.

d. Development
Understanding the ways in which psychic functions and structures originate,
evolve, and progress throughout the life cycle is essential to a psychoanalytic
understanding of the human mind, and essential to an understanding of the
psychoanalytic clinical situation. The curriculum should include study of
psychoanalytic theories of psychological development beginning with the
parents' experience of the pregnancy and extending through adulthood. Many
Institutes integrate clinical material from child analyses with theoretical study.

e. Continuous Case Seminars and Clinical Conferences

Case seminars and other types of clinical conferences are intended to offer
opportunities for learning about the deepening of the analytic process and the
phases of treatment. They should also offer exposure to a range of differing
clinical methods and approaches in special situations.

f. Research Courses
Courses should be designed to cover basic knowledge and developments in
empirical research studies of psychoanalytic theory and practice, research
studies of psychoanalytic education, and interdisciplinary or applied
psychoanalytic studies and methods.

g. Interdisciplinary and Allied Fields of Knowledge

The curriculum should include courses such as cognitive neuroscience, gender
and sexuality, combined treatment methods, the writing of case reports and
other psychoanalytic work and the ethics of psychoanalytic practice. Electives
offer opportunities for candidates to develop and deepen individual interests.

3. Supervision of Adult Psychoanalysis

The supervision of analytic cases should teach the relationships between theory,
clinical process, and technique, thereby providing the knowledge and skill to conduct
effective psychoanalytic treatment. The “original APsaA model” requires three
supervised psychoanalytic treatments during training. Supervised psychoanalytic
treatments should be conducted with the analysand on the couch at a frequency of at
least four sessions per week on separate days. The “WAWI model” requires at least
four cases, seen at a frequency of minimally three sessions weekly (either on the
couch or face-to-face) with at least three different supervising analysts, for a total of
200 hours of supervision. The Board on Professional Standards recognizes that
modifications of the analytic frame, including the frequency of sessions and the use of
the couch, can be clinically indicated for periods of time (in the “original APsaA model),
and may differ according to the institute’s training model (see above)

In the “original APsaA model,” the supervision of clinical work should occur weekly with
a supervising analyst to review and discuss the case the candidate is learning to
analyze. Candidates should have a separate supervisor for each case and should meet
weekly with each one. As the supervised psychoanalytic treatment progresses, and as
the candidate progresses in the educational program, the supervisor and candidate

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may change the frequency of supervision. In the “WAWI model,” supervision of each
case is required to be weekly until graduation and requires that candidates work with at
least one SA of an opposite gender. In neither model should the candidate’s training
analyst serve as one of the candidate’s supervisors.

Candidates should be encouraged to begin a first case by the middle of their first year
of training upon evaluation of the candidate's readiness to begin supervised
psychoanalytic work by the Progression Committee in the original APsaA model, or the
Training Committee in the WAWI model, or its functional equivalent. Once a first case
is established, capable candidates should be encouraged to pursue additional cases
early in their training.

In the “original APsaA model,” candidates are required to have at least three adult non-
psychotic cases, including patients of different genders; in the “WAWI model,” the
decision to conduct psychoanalytic treatment with psychotic states is regarded as a
learning experience, jointly discussed and decided between candidate and supervising
analyst. In both models, the supervision of cases should occur over a length of time
that allows the candidate to develop sufficient knowledge and skill to conduct
psychoanalysis independently and competently. Demonstration of this competency is
a component of graduation.

Institutes following the “original APsaA model” may allow a candidate to substitute one
child or adolescent psychoanalytic case supervised by a Child Supervising Analyst for
one of the required adult supervised cases, provided that the candidate also has
supervised psychoanalytic treatment experience with cases of different genders. If the
candidate is not already trained as a child mental health clinician it is expected that the
supervision of this case would continue through termination even if termination occurs
beyond graduation. Institutes should be clear with candidates who are not trained as
child or adolescent mental health clinicians but who choose to have a child or
adolescent analysis as a part of their training, that they should continue in supervision
through the termination phase of this treatment. The “WAWI model” does not provide
for child (pre-adolescent) psychoanalytic cases to substitute for the training
requirement of four separate adult or adolescent cases.

Ongoing assessment and feedback is a crucial dimension of the candidate’s

supervision. Each supervisor is expected to periodically assess the progress of the
candidate’s ability to conduct psychoanalytic treatment through written reports or
evaluations which will be communicated to both the candidate and the Progression
Committee, the Training Committee, or its functional equivalent.

4. Psychotherapy Supervision (“WAWI Model” only)

In the “White Institute” model, candidates are required to work in the Institute’s
Psychotherapy Service, providing 80 hours of clinical service (either two patients seen
on a once-weekly basis or one person seen on a twice-weekly basis), under the
supervision of an Institute-appointed Supervisor of Psychotherapy. Psychotherapy
supervision (one hour weekly) is provided to the candidate at no fee. This graduation
requirement is monitored by the Institute’s Training Committee.

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V. Assessment of Adequacy of the Candidate’s Education in Adult, Child and Adolescent

Psychoanalytic Training

1. Assessment of Candidate Progress

A candidate’s progression towards graduation is determined by a thorough assessment
of the candidate’s evolving competency in understanding and conducting
psychoanalysis. Direct feedback to the candidate about their progression based on
assessments by instructors and supervisors is an essential component of the
educational process.
All Institutes of the Association are responsible for the periodic formal evaluation of a
given candidate's progress by their Progression Committee, Training Committee, or its
functional equivalent. This should include the candidate's performance in didactic
seminars and clinical work, and an assessment of the degree to which clinical work is
progressing in concert with their overall educational progression. Assessment of
progress should begin at the first opportunity upon admission and continue until
graduation.

Assessment Methodology Optimal training outcome requires both facilitating and

assessing progression. Institutes may choose one of two pathways for facilitating and
assessing the progression of candidates: the traditional pathway and the
developmental pathway, although there is much overlap between the two. .Candidate
evaluations should include written assessments communicated to the candidate, the
candidate’s supervisors, and the Progression Committee, Training Committee, or its
functional equivalent. The Progression Committee, Training Committee, or its
functional equivalent approves all requests to begin supervised cases as well as
requests for graduation. Minutes should be kept of all such committee meetings. The
components of candidate evaluation should include:

a) Instructor assessments of the candidate’s mastery of the course material, class

participation and ability to work effectively with classmates, critical thinking, and
competence in presenting clinical material. Faculty evaluations of the candidate’s
performance in seminars should, at a minimum, occur at the end of each seminar.

b) Written supervisory reports assessing the candidate’s progress in conducting

clinical work should occur at a minimum on a yearly basis. The content of these
reports should be communicated to the candidate.

c) All Institutes are encouraged to use academic colloquia to assess competency and
progression. Developmental Pathway Institutes are required to conduct two
colloquia; one during the third year or prior to beginning a third case and a second
pre-graduation colloquia. Colloquia should consist of two elements: submission of
case write-ups and a formal meeting or series of meetings with several faculty
preceptors to discuss the candidate’s clinical work and mastery of psychoanalytic
theory and technique. The preceptors recommend to the Progression Committee or
its functional equivalent any remedial educational measures that should be
undertaken.

d) The “WAWI model” requires that the candidate make at least one case presentation
to the Institute community prior to graduation, providing one additional source of

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information to the Training Committee about readiness to engage in independent

psychoanalytic practice as an Institute graduate.

The Board on Professional Standards and its subcommittees gather information to

develop and evaluate guidelines for best practices for progression, including colloquia.
It serves as a consultative resource to institutes developing and using progression
measurement tools.

VI. Completion of Psychoanalytic Education and Readiness for Graduation

An approved Institute of the American Psychoanalytic Association will graduate a candidate
when, in its opinion, the candidate has satisfactorily completed all education requirements of
that Institute. Such requirements shall fully adhere to the Standards for Education and Training
in Psychoanalysis of the American Psychoanalytic Association. Graduation shall be construed
as an indication that the Institute has adequately and carefully evaluated the candidate and
considers the candidate competent to conduct psychoanalytic treatment independently. A
written statement confirming completion of training shall be furnished to the candidate. The
national office of the American Psychoanalytic Association shall also be notified in writing of a
candidate’s graduation.

1. Graduation Criteria
Graduation depends on the candidate’s demonstration of an adequate command of
clinical and theoretical psychoanalytic knowledge and the capacity to conduct
competent and independent psychoanalytic work. Three adult cases (four in the
“WAWI model”) including cases of different genders are required to demonstrate the
candidate’s competency to conduct an analysis in the opening, middle, and if possible,
termination phase. Candidates who are in combined adult/child psychoanalytic training
are required to have only two adult cases of different genders in addition to their child
and adolescent cases.

Each institute should ensure that a suitable methodology is used to assess candidate
readiness for graduation. Assessment for graduation should include a review of
reports by instructors and supervisors, case write-ups, meetings between the
candidate and faculty preceptors to discuss the candidate’s ability to conduct
competent and independent psychoanalytic work.

Institutes that adopt the developmental pathway for Training Analyst appointment (see
Section VIII) are required to use a graduation colloquia as described in V1. c above to
determine readiness for graduation. The graduation colloquium has two elements:
written reports up to 20 pages each of at least two of the candidate’s supervised
psychoanalytic cases, and a formal meeting or series of meetings between several
faculty preceptors to discuss the cases and the candidate’s clinical work and mastery
of psychoanalytic theory and technique. The Progression Committee or its functional
equivalent will use the results of the graduation colloquium in addition to faculty
evaluations and supervisory reports to determine a candidate’s eligibility for graduation.

The “White Institute model” requires at least one clinical case presentation to the
Institute community prior to graduation. This presentation provides relevant
information to the Training Committee about the candidate’s readiness to be graduated
and to engage in independent clinical psychoanalytic practice.

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The Board on Professional Standards and its committees will, over time, gather
information, evaluate and develop guidelines and best practices for graduation
colloquia or their equivalent, and serve as a consultative resource for institutes
developing and using graduation colloquia or their equivalent.

2. Institute Self Assessment and Evaluation

The Progression Committee, Training Committee, or its functional equivalent, should
periodically conduct a comprehensive critical review of the evaluation methods and
standards used to determine completion of training and competence for graduation.

VII. Selection and Development of Institute Faculty

1. Faculty Appointment
The Institute must establish clear policies and procedures for faculty appointment.
These should include published eligibility criteria, assessment of suitability, and clear
and transparent procedures for the process of appointment. A faculty committee can
serve this function. Graduates who are appointed to the Institute faculty can participate
in all components of the Institute structure. This includes teaching, research,
scholarship, advising and mentoring, committee service, administration, representation
of the institute in organizations, and educational outreach.

2. Faculty Development
Institutes should have policies and procedures designed to encourage and develop
individual talents of faculty members, especially recently appointed faculty. This may
be a system of mentoring, study groups, or post-graduate seminars. Faculty should be
encouraged to deepen their own individual interests which may result in publications or
development of courses in a chosen area.

3. Termination of Faculty Appointment

Institutes must have clear and transparent policies and procedures for the removal of
any individual from faculty appointment. This requires ongoing assessment of
competence to perform the duties of the appointment in the following areas: ethical
conduct, personal conduct, clinical competence, and cognitive functioning.

VIII. Selection and Development of Training and Supervising Analysts

The American Psychoanalytic Association has a Training and Supervising Analyst system to
develop and select graduate analysts who conduct the analyses and supervision of
candidates. Prospective Training and Supervising Analysts are graduate analysts who are of
good ethical standing, have been certified by the Board on Professional Standards (in the
Direct Pathway), have extensive clinical experience, demonstrate a commitment to
psychoanalytic education, and who agree to extensive peer review. The William Alanson
White Institute utilizes a functionally equivalent system for the consideration of appointment or
promotion of SA’s and TA’s, based on an evaluation of the presentation of clinical material to a
committee of TA’s elected by members of the Institute’s graduate Society. In the “WAWI
training model,” the recommendation of appointment as William Alanson White Institute SA or
as TA is a form of certification acceptable to APsaA.

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For SA’s and TA’s from the time of APsaA approval of the White Institute, and those appointed
during the ten years following such approval will be “grandparented” by APsaA, continuing to
function in role, with all the rights and privileges of those APsaA members who have been or
are “traditionally” certified or certified by the “developmental pathway.” WAWI’s graduates will
continue to seek appointments and promotions through application to its Appointments and
Promotions Committee, regarded as integral to the White Institute’s training model.

Training Analysts have responsibility for the personal, non-reporting analyses of candidates.
Supervising Analysts have responsibility for the supervision of candidates’ psychoanalytic
training cases. In addition, both Training and Supervising Analysts participate in the
development and implementation of the curriculum and other aspects of the educational
program. The criteria for appointment as a Training Analyst and/or Supervising Analyst are
outlined below.

A. Appointment of Training Analyst, Supervising Analyst, and Training and

Supervising Analyst
An analyst may be appointed to function as a Training Analyst only (TA), a
Supervising Analyst only (SA), or a Training Analyst and Supervising Analyst
(TA/SA) simultaneously, provided that the criteria for appointment for both
designations have been met. The “White Institute model” requires at least two
years in role as an SA before being eligible to apply for TA appointment.
All Training Analysts and/or Supervising Analysts must meet the following criteria:
1. The analyst is in good ethical standing.
2. The analyst has had five years of post-graduate clinical experience prior to
the appointment (in the “original APsaA model”); five years for SA
appointment, seven years for TA appointment (in the “WAWI model”).
3. The analyst has conducted analyses of different genders.
4. The analyst has had experience with the termination of psychoanalytic
treatment.
5a. (“Original APsaA model”). The analyst has shown evidence of clinical
immersion, conducting at least four analytic treatments at a frequency of at
least four times per week over at least five years (3000 hours) or
comparable experience as defined by the Board on Professional Standards.
All control cases post-graduation, whether supervised or not, will count
towards immersion. It is required to have a minimum of two cases which
have started independently after graduation and continued for at least three
years.
5b. William Alanson White Institute Model: SA and TA applicants must present
clinical work to a subcommittee of three Appointments & Promotion
Committee members, demonstrating abilities to work psychoanalytically,
with an awareness of, appreciation for, and skill in working with
transference, resistance, and countertransference. Applicants may submit
such written materials as they deem relevant to their application and meet
with a subcommittee of the Appointments and Promotions Committee.
Eligibility for SA application is a minimum of five years post-graduation, and
at least two years in role as an SA is required to establish eligibility to be
considered for TA application. Eligibility for TA application requires seven

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years post-graduation. Appointment requires the recommendation of the

full Appointments & Promotions Committee.
For a period of ten years from affiliation of White Institute as an “approved
institute,” WAWI’s present TA’s and SA’s are grandparented in role. During
this period, WAWI’s graduates will continue to seek appointment and
promotion through application to the White Institute’s Appointments and
Promotions Committee, and these subsequently appointed, WAWI-certified
SA’s and TA’s will continue to function in role, and their certification will be
accepted as meeting BOPS certification standards. Grandparented SA’s
and TA’s are not required to seek individual membership in APsaA, and
their analysands and supervisees will be eligible for full membership in
APsaA without prejudice upon graduation from the William Alanson White
Institute.
6. Original APsaA Model: The analyst is certified by the Board on
Professional Standards (BOPS) in adult psychoanalysis.
7. The analyst is an Active Member in good standing of the American
Psychoanalytic Association. For a period of ten years post-affiliation of
WAWI, White Institute’s grandparented SA’s and TA’s will not be required to
seek individual membership in APsaA in order to continue to function in
role.

B. Training Analyst Appointment

There are three pathways for Training Analyst Appointment. The Original APsaA
Model offers both a Direct Pathway, a Developmental Pathway, and the “WAWI
model” employs the WAWI Pathway. Each has the following additional
requirements beyond those listed above.

1. (Original APsaA Model) The Direct Pathway

The analyst applying for appointment by means of the Direct Pathway has
satisfied the following criteria in addition to those listed in items 1 through 7
above.
a. The analyst has shown evidence of clinical immersion, conducting at
least four analytic treatments at a frequency of at least four times per
week over at least five years (3000 hours) or comparable experience
as defined by the Board on Professional Standards. All control
cases post-graduation, whether supervised or not, will count towards
immersion. It is required to have a minimum of two cases which
have started independently after graduation and continued for at
least three years.
b. The analyst has successfully completed a vetting process which
must include the review of presentations of detailed past and current
clinical work to a Training Analyst Selection Committee or its
equivalent at the institute seeking the appointment. The institute’s
procedures for this vetting process must have been approved by the
BOPS of APsaA.
c. Once these criteria have been met, the institute sends its written
application to the Committee on Institutes (COI) or the Committee on

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 APsaA Standards for Education and Training in Psychoanalysis

New Training Facilities (CNTF) of the Board on Professional

Standards (BOPS) of the American Psychoanalytic Association for
administrative review.
d. With successful administrative review, the application is brought to
the BOPS for formal approval of the appointment.
e. Non-appointed applicants are provided with feedback about their
application and are free to reapply, without prejudice, at any time.
f. Institutes should have a clearly written, transparent appeals process
for training analyst appointment.

2. (Original APsaA Model) The Developmental Pathway

The analyst applying for appointment by means of the Developmental

Pathway has satisfied the following criteria in addition to those listed in tems
1 through 7 above (See section d below re: #6).

a. The analyst seeking appointment by means of the Developmental

Pathway is a graduate of an institute using the Developmental
Pathway. Such institutes are required to evaluate candidate
progression and graduation readiness through a process which
includes two colloquia described in Section VI of this document.
b. The analyst has shown evidence of clinical immersion, conducting at
least four analytic treatments at a frequency of at least four times per
week over at least five years (3000 hours) or comparable experience
as defined by the Board on Professional Standards. All control
cases post-graduation, whether supervised or not, will count towards
immersion. It is required to have a minimum of two cases which
have started independently after graduation and continued for at
least three years.
c. Prior to the application, the analyst will have at least one academic
year experience in the Institute’s Training Analyst development
program. This developmental experience should include attendance
at progression and graduation meetings of the Institute, and
participation in a Training Analyst Study Group of the institute. The
Training Analyst Development Committee will determine the
analyst’s readiness to assume the function of analyzing
psychoanalytic candidates through a process that reviews the quality
of past and current clinical psychoanalytic work.
d. Applicants for TA and/or SA Appointment from a Developmental
Pathway Institute have the option of applying for certification by
either direct application to the Certification Examination Committee
(CEC), of the Board on Professional Standards, or by application for
the simultaneous evaluation for certification and TA/SA appointment
through a Joint Collaborative Committee consisting of both Institute
and BOPS representatives.
(1) Applicants who are certified directly by the CEC/BOPS will not
require a Joint Collaborative Committee. These applicants will be
evaluated for readiness to become a TA and/or SA by the

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Training Analyst Development Committee of the Institute

following the Developmental Model. This Committee will meet
with the applicant for at least six interview sessions over a period
of six months during which the Committee will evaluate the
applicant’s clinical work through case write-ups and interviews. If
the Committee decides to recommend this Applicant for TA/SA
Appointment, it sends its recommendation and application
directly to the Committee on Institutes (COI) or the Committee on
New Training Facilities (CNTF) as applicable for administrative
review and ultimately, the BOPS for approval.
(2) Applicants from a Developmental Pathway Institute who choose
to apply for certification and TA/SA Appointment simultaneously,
will be evaluated by a Joint Collaborative Committee of Institute
and BOPS Representatives. This Joint Collaborative Committee
will be composed of at least two participants from the Institute’s
Training Analyst Development Committee and two
representatives from the CEC/BOPS, selected from a list
compiled by the Chair of the CEC. Both the Institute and
applicant will have the right of refusal. One member from the
Institute following the Developmental Model will serve as
Coordinator of this Joint Collaborative Committee.
(a) The Joint Collaborative Committee will be formed when the
applicant has been deemed suitable and ready for TA/SA
Appointment by the Institute’s TA/SA Development
Committee. The Joint Collaborative Committee will plan to
meet with the applicant as outlined above in d (1).
(b) The applicant will submit two case write-ups up to 20 pages
each,, of different genders, to members of the Joint
Collaborative Committee and to the members of the
Certification Examination Committee (CEC). The CEC will
send its comments to the two CEC-BOPS representatives
identifying areas of both strength and weakness in the case
write-ups pertaining to the Core Competencies as defined by
the CEC. These comments will be shared with the entire
Joint Collaborative Committee and serve to focus interviews
and to facilitate the assessment of independent
psychoanalytic thinking.
(c) The CEC-BOPS representatives will be on site for a
minimum of one of the six interviews. Participation in the
remaining interviews in person or by teleconference is at the
discretion of the Joint Collaborative Committee.
(d) After at least six interviews with the applicant, the Joint
Collaborative Committee will vote by secret ballot to either
recommend or to defer the recommendation of certification
and TA/SA appointment. If two or more of the Joint
Collaborative Committee Members vote to defer, the
Applicant will be continued and the Committee will give
appropriate feedback to the applicant regarding areas of
knowledge which need to be strengthened. If no more than

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one member of the Joint Collaborative Committee vote to

defer, the applicant will be recommended for the
simultaneous designation of certified in psychoanalysis and
TA/SA Appointment. The Coordinator of the Joint Committee
will send its written report to the CEC and the COI or CNTF
as applicable for administrative review.
(e) After successful administrative review, the CEC and the COI
or CNTF will send the applicant names to the BOPS for
simultaneous approval of certification and TA/SA
appointment.
(f) The Coordinator of the Joint Collaborative Committee will
send the case write-ups to the Certification Advisory,
Research and Development Committee (CARD). These will
be integrated into the ongoing study and evaluation of the
certification process.
(g) Institutes should have a clearly written, transparent appeals
process for training analyst applicants who are not
confirmed.
(h) Candidates and recent graduates of an institute currently in
the process of adopting the Developmental Pathway may be
grand parented into the Developmental Pathway.
(i) Training Analysts appointed through the Developmental
Pathway are required to attend a Training Analyst Study
Group for a period of six months every five years as a
condition for continuing their appointment as a training
analyst.

e. Non-appointed applicants are provided with feedback about their

application and are free to reapply, without prejudice, at any time.

Institutes using the Developmental Pathway will work with the BOPS
and its committees, over time, to develop mechanisms, guidelines
and best practices for this pathway.

3. The William Alanson White Institute Pathway

Appointment to the roles of SA and TA is under the purview of the Institute’s
Appointments and Promotions Committee, members of which are all elected
TA’s. The Committee annually invites eligible graduates to apply for
consideration, including with the application clinical material that reflects
directly on their abilities to conduct psychoanalytic supervision and/or
treatment. A subcommittee meets with each applicant to review in detail the
applicant’s clinical and/or supervisory work, and to present
recommendations for discussion to the nine-member Committee, which
recommends appointment on the basis of a majority vote. Non-appointed
applicants are provided with feedback about their application and are free to
reapply, without prejudice, at any time.

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 APsaA Standards for Education and Training in Psychoanalysis

4. Institute Waiver of the Requirement of an Analysis with a Training Analyst

Institutes may request a waiver of the requirement for a training analysis
should they have an applicant who is already engaged in an ongoing
analysis of significant duration with an analyst who is not a Training Analyst
provided that the analyst meets the following criteria for suitability and
eligibility. Institutes are not required to adopt this policy.

To be eligible for consideration of this waiver the analyst must meet the
following criteria:
1. Be in good ethical standing.
2. Five years post-graduation from an institute of the American
Psychoanalytic Association (APsaA) or the International
Psychoanalytical Association (IPA).
3. Experience with 4 non-psychotic (psychotic cases acceptable in
“WAWI model”) post graduation (non training) psychoanalytic
cases conducted at a frequency of at least 4 times per week (at
least 3 times per week in “WAWI model”)
4. The WAWI Model permits its Training Committee to waive the
requirement that the training analysis be conducted with an
approved TA for good cause shown.
The institute must have an explicit assessment procedure for determining
the suitability and eligibility of the analyst for performing this function. This
procedure should be submitted to and approved by the COI prior to
requesting a waiver. Institutes should avoid requesting multiple waivers for
the same analyst.

The Board on Professional Standards may, at its discretion, allow flexibility

in its evaluation of these requirements if so recommended by the
Committee on Institutes or the Committee on New Training Facilities.
Institutes using waivers should work with the BOPS and its committees over
time in its effort to develop guidelines and best practices for this
mechanism.

Waivers are granted on a case-by-case basis with the understanding that

the waiver does not constitute a Training Analyst appointment. All waiver
requests are reviewed by the appropriate committee of the Board on
Professional Standards, either the Committee on Institutes, or the
Committee on New Training Facilities to ensure that policies and
procedures of the standards were followed during the waiver evaluation
process. These waivers are granted upon the approval of the Board on
Professional Standards.

5a. Supervising Analyst Appointment (“Original APsaA model”)

In addition to the criteria listed above in Section VIII A, appointment as a
Supervising Analyst only, or as Training and Supervising Analyst requires
that:
a. The analyst has completed the vetting process for suitability as a
Supervising Analyst by a Supervising Analyst Selection

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Committee or its equivalent. This committee will have assessed

the analyst’s pedagogical knowledge and skills relevant to
supervision, including the ability to clearly and effectively
conceptualize and articulate theory and technique about analytic
process, and establish and maintain an appropriate supervisory
relationship
b. The assessment of the analyst should include an evaluation of
the analyst’s immersion and pedagogic competence in the
conduct of supervision for psychodynamic psychotherapy,
including current and past supervisions, seminars, and lectures.
c. If all other criteria have been met, the Institute will apply to the
appropriate committee of the Board on Professional Standards,
either the Committee on Institutes or the Committee on New
Training Facilities, or, in the case of child supervisor
appointments, the Committee on Child and Adolescent Analysis.
d. Following successful administrative review the Board on
Professional Standards will authorize the supervising analyst
appointment.
e. All Supervising Analysts are expected to participate in Institute
and faculty activities, including the education and evaluation of
candidates.
f. Supervising Analysts in institutes using the Developmental
Pathway should have participated in a Supervising
Psychoanalyst Study Group during the evaluation process and
are expected to continue their participation in the Study Group
for a period of time determined by the institute. They are required
to participate in a Supervising Analyst Study Group for a period
of six months every five years as a condition for continuing their
appointment as Supervising Analyst.

5b. Supervising Analyst Appointment (“WAWI model”)

Eligibility for appointment as an SA is a minimum of five years post-
graduation. Appointment to the role of SA is under the purview of the
Institute’s Appointments and Promotions Committee, members of which are
all TA’s. Applicants are free to submit all materials they consider relevant to
appointment as an SA. A subcommittee meets with each applicant and
presents recommendations for discussion to the full Committee, which
decides whether to recommend appointment to the Institute’s Council of
Fellows. Non-appointed applicants are provided with feedback about their
application and are free to reapply, without prejudice, at any time. In the
“WAWI model,” present SA’s and TA’s are “grandparented” by APsaA so
they can continue to function in role in WAWI’s psychoanalytic training
program. WAWI’s graduates will continue to be eligible for evaluation
through the existing “Appointments & Promotions Committee” process, and
if recommended for appointment by WAWI’s process, will be recognized as
TA’s and SA’s by APsaA, and may function as WAWI-certified SA’s and
TA’s.

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 APsaA Standards for Education and Training in Psychoanalysis

6. Standards for Continued Competence of Training and Supervising Analysts

Every appointment of a Training Analyst and a Supervising Analyst is
contingent upon the individual’s continued demonstration of ethical,
professional, clinical and cognitive competence. Each Institute must have
policies and procedures to evaluate such competence, and committees and
subcommittees to perform this evaluative function. This requirement
includes:
1) A clear and transparent procedure for TA/SA appointment and
reappointment
2) A clear and transparent procedure for revoking TA/SA appointment
3) An Analyst Assistance Committee which has clear and transparent
Procedures for evaluating cognitive competence and personal
conduct
4) An Ethics Committee which has clear and transparent policies to
process and evaluate ethics inquiries and complaints
5) A clear and transparent appeals process available to TAs/SAs who
do not agree with the conclusions of any one of these committees

IX. Education in Child and Adolescent Psychoanalysis

Two pathways for child analytic training are offered: Combined Adult, Child and Adolescent
Training; and Child Focused Training

1. Combined Education in Adult, Child and Adolescent Psychoanalysis

A. Selection for Education and Clinical Training in Child and Adolescent

Psychoanalysis
1. An applicant is eligible for admission concurrent to or following acceptance
as an active candidate at an accredited Institute of the American
Psychoanalytic Association.

2. Eligibility for education and clinical training in child and adolescent

psychoanalysis is based in part on prior clinical mental health experience
with children and adolescents. The candidate should have experience with
normal children and adolescents, pathological conditions in children and
adolescents, diagnosis and the treatment of children and adolescents with
psychoanalytically oriented psychotherapy. Institutes may need to assist
their applicants in gaining these experiences which, in appropriate
situations, may be attained during candidacy in child analysis and before
graduation.

3. To assess suitability and eligibility for training in child and adolescent

psychoanalysis, interviews conducted by child and adolescent faculty are
required.

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 APsaA Standards for Education and Training in Psychoanalysis

B. Components of Education and Clinical Training in Child and Adolescent

Psychoanalysis
Education and clinical training in child and adolescent analysis, consistent with the
tripartite model, includes an analysis with a training analyst, a didactic curriculum,
and supervised clinical work. Institutes have flexibility in the construction of their
educational program within the following core requirements:

1. Non-reporting Training Analysis

If child training begins subsequent to the termination of the candidate’s
training analysis it is strongly recommended that the candidate resume a
non reporting training analysis during their supervised clinical work with
children.

2. Curriculum for Child and Adolescent Psychoanalysis

Institutes are encouraged to integrate the child, adolescent and adult
psychoanalytic curricula to the fullest extent possible. The curriculum should
include the following subject matters:
a. Treatment Situation and Technique
These seminars should include the study of the various phases of
the child analytic process, including the diagnostic issues related to
case selection and the theoretical and technical issues to be
considered upon beginning psychoanalysis with a child or
adolescent. Topics that are specific to child and adolescent
treatment such as theory and technique related to working with
parents are also essential for study.

b. Psychoanalytic Theory
These seminars should include the study of basic psychoanalytic
theories relevant to child development including current
developmental theories and research.

c. Psychopathology
These seminars should include study of psychoanalytic perspectives
on the manifestations of psychopathology in children and
adolescents.

d. Development
These seminars should include the study of child and adolescent
development in greater depth than usually offered in seminars in
development in the adult psychoanalytic curriculum. Direct
observation of infants, children, and adolescents is an important
enrichment of the study of development.

e. Research
These seminars should include basic knowledge and current
research in infant and child development and the treatment of
children and adolescents.

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 APsaA Standards for Education and Training in Psychoanalysis

f. Continuous Case Seminars and Clinical Conferences

Candidates should attend continuous case seminars in child and
adolescent analysis for the duration of clinical training in child and
adolescent psychoanalysis.

3. Supervised Clinical Experience

a. Child and adolescent patients in supervised psychoanalysis should
be seen at a recommended frequency of at least four times per
week on separate days through termination barring exceptional
circumstances necessitating temporary alteration of this frame.
b. All standards for supervised casework for adult psychoanalytic
training apply to adult cases of candidates in combined adult, child
and adolescent training with the exception of the reduced required
minimum number of adult cases from three to two of different
genders. Candidates in combined adult, child and adolescent
programs are required to analyze at least three child and adolescent
patients, including different genders and preferably a pre-school
child in addition to a latency child and an adolescent. However, an
acceptable alternative is that the three cases include at least one
child in latency and one adolescent. Each of the three required
cases should demonstrate a period of significant analytic work and
process beyond the opening phase. At least one of the three cases
should be analyzed through termination if possible.
c. The three cases of candidates in child and adolescent
psychoanalytic training should be supervised by three different child
and adolescent supervising analysts, if possible, and no fewer than
two.
d. The candidate should have a minimum of 50 hours of supervision for
each case. Supervision should occur on a weekly basis until the
supervisor determines that the candidate can work more
autonomously with supervision at less frequent intervals. However,
those candidates who are not child and adolescent mental health
clinicians should continue in regular supervision through termination,
even if beyond graduation, for each case involving a developmental
stage not previously supervised.

C. Graduation in Child and Adolescent Psychoanalysis

The Child and Adolescent Committee of an Institute in collaboration with its
Education Committee or its functional equivalent must participate in the
evaluation of the candidate’s progression and readiness for graduation.
Graduation from a combined program of child, adolescent and adult
psychoanalysis requires completion of all educational requirements for
graduation in adult psychoanalysis, and all educational requirements for
graduation in child and adolescent analysis. At the discretion of the
institute, a candidate in a combined program may graduate in either Adult
Psychoanalysis or Child and Adolescent Psychoanalysis prior to the
completion of the requirements of the other component.

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 APsaA Standards for Education and Training in Psychoanalysis

2. Education in Child and Adolescent Analysis – Child Focused Training

A. Introduction
Child focused training can be developed by Institutes that already offer combined
adult, child and adolescent analytic training. The requirements for training these
candidates must meet the minimum standards of the American Psychoanalytic
Association for child and adolescent training in regards to candidate suitability,
admissions, case requirements, supervision, didactic work and a training analysis.
To offer this option, the Institute must present their plan to train Child and
Adolescent Analysts who are not concurrently or previously trained in adult
psychoanalysis to the Committee on Child and Adolescent Analysis (COCAA).
Guidelines for submission of a proposal for a child focused program may be
obtained from COCAA.

B. Selection for training in Child and Adolescent Psychoanalysis

Applicants for child focused psychoanalytic training must first meet the criteria for
admission to the Institute. Eligibility should be based in part on prior experience
with children, adolescents, and families. The applicant must have experience with
normal children and adolescents and with the diagnosis and treatment of
pathological conditions in this population. Institutes can assist applicants with
weaker backgrounds to gain these experiences. Interviews conducted by child and
adolescent faculty determine general suitability for work with children.

C. Components of Education and Clinical Training in Child Focused Child and

Adolescent Psychoanalysis
1. Non-reporting Training Analysis
The Candidate must have a non-reporting training analysis. This analysis
should continue during the candidate’s supervised work with children.

2. Curriculum for Child Focused Child and Adolescent Psychoanalysis

Candidates in child focused programs are expected to obtain adequate
exposure to general psychoanalytic theory and technique. Whenever
possible, institutes are encouraged to integrate the child and adolescent
and the adult curricula to the fullest extent possible. The curriculum should
include the following child and adolescent focused courses:
1) Treatment Situation and Technique
2) Psychoanalytic Theory
3) Psychopathology
4) Development
5) Research
6) Clinical Case Seminars and Clinical Conferences

3. Supervised Clinical Experience

The standards for supervision are the same standards as those described in
the child and adolescent component of the combined program. A minimum
of 200 hours of supervision is required.

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 APsaA Standards for Education and Training in Psychoanalysis

D. Graduation in Child and Adolescent Analysis

Once it is determined that a candidate in child and adolescent psychoanalytic

training qualifies for graduation, the Child and Adolescent Committee of the
Institute should recommend to its Progression Committee or its functional
equivalent that the candidate is ready for graduation from the child and adolescent
psychoanalytic program.
Graduation requires completion of all the educational requirements for child and
adolescent psychoanalytic training. Ultimately, the decision to graduate a candidate
resides with the Progression Committee or its functional equivalent. Most important
is the candidate’s demonstrated capacity to conduct the psychoanalysis of children
and adolescents competently and independently.

3. Child and Adolescent Supervising Analyst

Child and Adolescent Supervising Analysts are the supervisors for the child and
adolescent cases of candidates in Child and Adolescent Analysis. Certified Child
Analysts with a demonstrated commitment to education, extensive clinical experience
and skill, who are in good ethical standing, and whose work has been subjected to
extensive peer review, may be appointed as a Child Supervising Analyst.
A. Requirements for Appointment to Child/Adolescent Supervising Analyst
1. The applicant must be five years post-graduation in child/adolescent
psychoanalysis.
2. The applicant must be certified in child and adolescent
psychoanalysis by the Board on Professional Standards.
3. The applicant must have experience with the analysis of children
and adolescents of different genders.
4. The applicant must have had experience with the termination of child
and adolescent psychoanalytic cases.
5. The applicant must show evidence of clinical immersion in the
practice of child psychoanalysis carried out at a minimum frequency
of four times a week on separate days, during the five years
preceding appointment as Associate Child Supervising Analyst.
Consideration is made of the applicant’s total immersion in adult,
child and adolescent cases during the 5 year period.
6. The applicant must have had both teaching and administrative
experience as a member of the Institute’s faculty, preferably in the
child curriculum.
7. The applicant must be an Active Member in good standing of the
American Psychoanalytic Association.
B. Appointment of Child and Adolescent Supervising Analysts
The appointment of Child and Adolescent Supervisors follows the same
procedure as that of Adult Supervising Analysts. (See VIII. 4.) Institutes
using the Developmental Pathway for Adult Training Analyst Appointment
may choose either to (1) have applicants for Child Supervising Analyst
apply for certification and Child Supervising Analyst appointment
simultaneously, following the procedures outlined in VIII. B.2 or (2) use the

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 APsaA Standards for Education and Training in Psychoanalysis

Direct Pathway to certification and Child Supervisor appointment, following

the procedures outlined in VIII. B. 1.

The Board on Professional Standards is responsible for establishing and

maintaining the standards for appointment of a Child Supervising Analyst.
Institutes are responsible for establishing and carrying out procedures for a
thorough peer review of the applicant and for making recommendation for
appointment to the Committee on Child and Adolescent Analysis of the
Board on Professional Standards. The Committee on Child and Adolescent
Analysis in collaboration with the Chairman and Secretary of the Board on
Professional Standards is responsible for reviewing the procedures and
findings of the member Institute and for recommending appointment of a
Child Supervisory Analyst to the Board on Professional Standards

C. Associate Child Supervising Analyst

The process for appointment as a Child Supervising Analyst may begin with
an initial appointment as an Associate Supervising Child Analyst by the
applicant’s Institute. An Associate Child Supervising Analyst must be
certified in child and adolescent analysis and should demonstrate evidence
that they will fulfill the requirements for appointment as child supervising
analyst outlined below. Appointment as an Associate Child Supervising
Analyst is a five year appointment during which the Associate Child
Supervisor may supervise child analytic cases that are not a candidate’s
first child case. This supervisory process must be supervised by a
Supervising Child Analyst at a minimum frequency of once per month.

Appointment as an Associate Supervising Child Analyst should be viewed

as a step toward preparing a child analyst for potential appointment as a
Child Supervising Analyst. As part of this appointment process the Institute
is expected to have evaluated the individual’s ethical standards and
teaching and supervision experience. There is no requirement for
immersion for appointment as an Associate Supervising Child Analyst.
Appointment as an Associate Child Supervising Analyst can occur any time
after graduation from a child and adolescent psychoanalytic program once
certification in child and adolescent psychoanalysis is achieved, without.
limit to the time beyond graduation. The appointment does not require
review by The Board on Professional Standards but the appointment of an
Associate Child Supervising Analyst by an Institute must be communicated
to the Committee on Child and Adolescent Analysis at the time of the
appointment. The five-year period for appointment is designed to enable the
Associate Supervisor to work toward full supervisory status and to develop
or maintain immersion in child and adult analytic work. Additional time for
appointment as Associate Child Supervising Analyst beyond five years may
be considered based on circumstances.

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