AIMS OF
THE COURSE: This two-year part-time course aims to deepen
the trainee’s understanding of human development and emotional
growth. It is designed at bridging the gap between psychoanalytical
concepts of maturation and the newer perspectives in child development
arising from developmental psychology. These concepts are explored
in the experiential contexts of the trainees own work situations
and the opportunities for observational studies offered by the
course. It is our experience that the ability to observe closely
leads to a greater intuitive capacity for understanding states
of mind and the growth of the mind and personality from a psychoanalytic
perspective. The Course is therefore intended for a wide range
of Professionals including Pediatricians, Psychologists, Psychiatrists,
Social Workers and Teachers. This Course would also be valuable
as a Foundation Course for Professionals wishing to subsequently
pursue a career as Child and Adult Psychotherapists, Counsellors
or Psychoanalysts. The course does not by itself equip a student
to practice counselling or psychotherapy.
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EXPERIENTIAL
OBSERVATIONAL STUDIES AS A PATHWAY TO EMOTIONAL IN-DEPTH LEARNING:
The distinctive feature of this course
is its observational approach first pioneered by Mrs Esther
Bick at the Tavistock clinic in 1948. She introduced Infant
observation as a method of studying the development of an infant
in the home - a naturalistic setting as against the usual practice
of studying the infant in a laboratory or clinical setting.
Again the focus of the observation was the experience of close
emotional interaction between the mother and baby. The observation
student is thus exposed to a whole range of emotions, including
some painful feelings. Understanding his or her own experiences
and reflecting on them is what forms the core of this experiential
learning. This method differs fundamentally from the reading
of text-books on child development. Observers are encouraged
to see and ‘feel’ rather than simply to learn and
attempt to apply theory.
Since its development, the observational method
has been applied in various settings such as Nurseries, Day-care
centre, Pediatric and neo-natal hospital units. The infant observation
course has now been introduced in several universities and psychoanalytic
or psychoanalytic psychotherapy training institutes around the
world.
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AFFILIATION
: This Course is identical in content to the M8 Course
offered by the Tavistock clinic in London and Mrs. Gianna Williams,
Course Tutor of the Tavistock Course, is Consultant to the Mumbai
Course.
The Tavistock Model Courses are now being conducted in France,
Italy, South Africa, Israel and Australia. This is the only
Tavistock Model Course being offered in Asia.
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PREREQUISITES
FOR THE TRAINING : Applicants are required to have:
• Some experience of working, for at least one year, in
some professional capacity with children, families and young
people.
• Personal suitability and aptitude for working with children.
• Degree or equivalent training would be considered helpful.
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STRUCTURE
OF THE TRAINING : The two year course comprises 8 Seminars
or Modules, 4 in each of the two years as follows: WORK DISCUSSION
SEMINARS These seminars aim to enable the trainee to apply observational
skills and theoretical concepts that are gained from the course
to their current work situation/s. Trainees can bring accounts
of their existing work from a variety of settings including
working as a Counsellor at schools / colleges, working as a
teacher, working with deprived children in children’s
homes, or working with special groups of children such as deaf
or blind children, street children, children in slums, children
with physical handicaps or retarded children. Alternatively,
the student could arrange to work as a voluntary helper in a
nursery. Students are required to work for a minimum of 9 hours
a week at their place of work. These seminars provide an opportunity
to understand at greater depth, the various interactions that
take place in the working situation. These interactions include
interactions with the client group and also our relationships
with our colleagues and the management of the organisation.
Work situations raise various anxieties in us of many different
kinds. There is often little opportunity in the place of work
to feel supported to bear these situations. Discussions in a
peer group setting in these seminars is often found a valuable
way of sharing and understanding our worries. This, in turn,
can lead to an enhancement of the personal growth and career
development of the trainee. INFANT OBSERVATION SEMINARS The
birth of a baby into a family is seen to have a tremendous and
often unforeseen emotional impact on all the family members.
These intense reactions can also be clearly seen both in the
Observer and the rest of the discussion group. The arrival of
a new baby appears to activate unexpected reactions, intensifies
previous dormant emotions and phantasies and especially in the
mother reactivates all the anxieties, wishes and inhibitions
of her own early relationships especially to her own mother.
This is replayed in her relationship with her own baby and leads
to both positive and unfavourable consequences for the baby.
In order to study these situations in detail, trainees are required
to undertake weekly observations of a baby and mother together
in their family setting and to record their observations of
each session for discussion in a seminar held once a week. At
the end of the observations, students are expected to write
a paper on their experiences. It may take a student some time
before they can find a baby for the baby observation. The period
during which the student is trying to find a baby would be accepted
as a part of the qualifying period of two years as long as the
student has a year’s continuous period of baby observation.
YOUNG CHILD OBSERVATION SEMINARS Trainees are required to undertake
weekly observations of a young pre-school child in a family
setting and to record their observations for discussion in a
seminar held once a week. At the end of the observations, students
are expected to write a paper on their experiences. PSYCHOANALYTICAL
THEORY SEMINARS These seminars explore the development of Psychoanalytical
theory from the early beginnings with the work of Freud to the
later ideas of Winnicott and Melanie Klein. CHILD DEVELOPMENT
SEMINARS This is a series of 18 Seminars. The Seminars begin
with reviews of the historical, cross-cultural and sub-cultural
perspectives in this field. The next seminars look at perinatal
and postnatal development, parent - infant bonding as considered
in the research by Klaus and Kennell, and Bowlby’s Attachment
theory and research. Later in the series recent research in
child development on perceptual and cognitive development (T
Bower) parent-infant interaction (T. Brazelton) and the development
of affects (S. Fraiberg) and pre-verbal communication and the
emergence of language (D.Stern) After these seminars a review
of the literature on the long-term effects of early experience
is included (M.Rutter) and a seminar looking at the links between
recent research in child development with current psychoanalytical
theories (M. Boston) The later seminars look at some of the
current and central topics in Child Development thinking namely
the role of Play in development (J. Burner) and the theory of
Mind particularly relating to Autism. Some seminars are spent
in looking at father, sibling and peer relationships (J. Dunn.
and M.E. Lamb) and alternative care issues. In addition the
seminar will consider the literature and research on the Indian
Cultural Perspectives in Child Development (S. Kakkar and S.
Kurtz).
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WORK PLACEMENTS
DURING THE TRAINING : Students are required to be working
in some capacity with children, parents, families or young people
while they are doing the Observation Course. Those students
that do not have these opportunities in the course of their
existing work are required to seek out work placements that
provide them such opportunities. The Student’s Tutor and
the Work Discussion Seminar Leader will be in a position to
discuss these matters with the students.
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VENUE OF
THE TRAINING : The Seminars are held at various locations
in Mumbai.
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TIME COMMITMENT
: This is a Part-Time Course which lasts for a minimum
of two years. Time is required for observational work, preparing
for the reading seminars and for course essays.
TIME COMMITMENT
YEAR ONE SEMINARS ACTUAL SEMINAR TIME OBSERVATION/WORK TIME
RECORDING/ STUDY TIME
INFANT OBSERVATION SEMINAR 1 HOUR 30 MINUTES WEEKLY 1 HOUR WEEKLY
FOR FAMILY VISIT 1-2 HOURS WEEKLY
WORK DISCUSSION SEMINAR 1 HOUR 15 MINUTES WEEKLY 9 HOURS WEEKLY
3-5 HOURS WEEKLY
FREUD
THEORY SEMINAR 1 HOUR 15 MINUTES FORTNIGHTLY 3-5 HOURS FORTNIGHTLY
CHILD DEVELOPMENT SEMINAR 1 HOUR 15 MINUTES FORTNIGHTLY 3-5
HOURS FORTNIGHTLY
TOTAL HOURS PER WEEK 5 HOURS + WEEKLY 10 HOURS + WEEKLY 12 HOURS
WEEKLY = TOTAL OF APPROX 27 HOURS WEEKLY
YEAR TWO INFANT OBSERVATION SEMINAR 1 HOUR 30 MINUTES WEEKLY
1 HOUR WEEKLY FAMILY VISIT 1-2 HOURS WEEKLY
WORK DISCUSSION SEMINAR 1 HOUR 15 MINUTES WEEKLY 9 HOURS WEEKLY
3-5 HOURS WEEKLY
KLEIN
THEORY SEMINAR 1 HOUR 15 MINUTES FORTNIGHTLY 3-5 HOURS FORTNIGHTLY
YOUNG CHILD OBSERVATION SEMINAR 1 HOUR 30 MINUTES WEEKLY 1 HOUR
WEEKLY FAMILY VISIT 1-2 HOURS WEEKLY
TOTAL HOURS PER WEEK 5 HOURS + WEEKLY 10 HOURS + WEEKLY 12 HOURS
WEEKLY = TOTAL OF APPROX 27 HOURS WEEKLY
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MODULAR
STUDENTS : It is possible for students to do only one
or two modules rather than taking the entire Course. However,
as there are only a limited number of places on the training,
preference will be given to students taking the entire course.
As the teaching on this course takes place in small groups,
the students are reminded of the need for regularity and punctuality
in order to look after the setting of the seminars. In addition,
it would not be possible for students to change from one seminar
group to another in the middle of the course, unless under exceptional
circumstances.
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OUR LIBRARY
: The library is one of the best libraries in the country for
Psychoanalytic literature. It has a valuable collection of books
and authors established over time. It also has Journals like
the International Journal of Psychoanalysis and the Journal
of Child Psychotherapy. Recently the library received a large
gift of books by contemporary psychoanalysts and psychotherapist
from the Tavistock clinic. Its most recent addition is the International
Journal of Infant Observation.
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PERSONAL
TUTORS : Each Trainee is allocated a Personal Tutor who
meets with the trainee to discuss the trainee’s progress.
The role of the Personal Tutor is central to the course in supporting
the student over the period of the course. Each Trainee is required
to meet their Course Tutor once a month. Students are required
to make contact with their Course Tutor before the beginning
of the Academic Year and to arrange a Tutorial with the Tutor.
The tutor is the link between the student and the Training Committee,
and is responsible for discussing the following with the students:
Attendance at curriculum activities
• Selection and approach to Training analysts
• Discussion of difficulties that the student has with
understanding of theoretical issues.
• Personal and other difficulties which affect a student’s
participation in the training scheme.
• Feedback from the Training Committee of the students
progress. After meeting and discussing matters with the Personal
Tutor, it is also open to the students to discuss matters further
with the Course Organiser of the relevant Training.
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PERSONAL
THERAPY : This is optional for trainees undergoing the
Observation Course. However, all students are recommended to
consider this possibility carefully in conjunction with their
Course Tutors. Those wishing to apply for the clinical Child
psychotherapy training are required to be in personal analysis
for six months before they apply for the clinical training and
one year before starting the clinical training. (Applications
for the clinical training should be made by November/December
of the 2nd year of the Observation course).
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YEAR-END
ESSAY ASSESSMENTS : At the end of each year, all the
four seminars will be assessed by a form of written essay or
report, designed to demonstrate the student’s competence
in the relevant part of the programme.
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COURSE
COMPLETION REQUIREMENTS : Students are required to have
satisfactorily completed the following before they can be considered
for the Course Completion Certificate:-
• Participation on a regular basis in the Baby Observation
Seminars for a period of two academic years and the Young Child
Observation Seminars for a period of one academic year.
• Two years of working with children, parents and families
and engaging in the Work Discussion Seminars for a period of
two academic years on a regular basis.
• Participation in the Psychoanalytical Theory Seminars
over a period of two academic years on a regular basis.
• Participation in the Child Development Reading Seminars
on a regular basis over a period of one academic year.
• Adequately completing the Essay assignments set out
by the Seminar Leaders.
• Regular monthly tutorials over a period of two academic
years.
• Attendance of a minimum of 75% of the Seminars in each
module.
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CERTIFICATE
: On fulfilling the Course requirements, students will be given
a Certificate of Completion of a Tavistock Model Course in Psychoanalytical
Observational Studies by the PTRC. Modular students will also
receive Certificates for completion of individual modules.
FEES The Course Fee Rates are available on a separate sheet
for both full-course and Modular students. Students are to make
payment within a week of receiving their acceptance letter offering
them a place on the training. The fee is to be paid by cheque
made out to “The Psychoanalytic Therapy and Research Centre”,
and handed over to the Treasurer. In case of financial difficulties,
an application can be made for concessional fees. The fee structure
will be reviewed from time to time.
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APPLICATION
PROCESS : Prospective students are invited to make preliminary
enquiries by contacting the Course Organiser. They are required
to complete an application form and will be offered two interviews
by faculty members. Only a limited number of places are available
each year. Application forms are available on-line at our web-site:
www.psychonanalysis-mumbai.com or at the PTRC office.
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OTHER TRAININGS
OFFERED BY THE PTRC : In addition to the above, the PTRC
offers two clinical trainings: the Training Course in Psychoanalytic
Psychotherapy with Children, Parents and Young People, and the
Adult Psychoanalytic training.
The Training Course in Psychoanalytic Psychotherapy
with Children, Parents and Young People, together with the course
in Psychoanalytic Observation Studies as a pre-clinical component,
forms a training for qualification as a Child Psychotherapist.
This course is also modelled on that of the Tavistock Clinic,
London, and the Course Consultant is Mrs. Margaret Rustin, currently
Head of the Dept. of Children and Parents at the Tavistock Clinic.
The psychotherapeutic experience during clinical training is
extensive and includes intensive and non-intensive psychoanalytic
treatment of children under the age of five, latency age children
as well as adolescents and young adults. It also involves work
with parents and families. In addition, working with the community
and other professional caregivers is also encouraged.
The Adult Psychoanalytic Training Course, is based
upon experience of intensive clinical work with emotionally
disturbed adults. The course is conducted by the Bombay Sub-Committee
Board of Training, Indian Psychoanalytical Society, Calcutta.
It follows the standards recommended by the International Psychoanalytical
Association (IPA). The Indian Psychoanalytical Society (IPS)
is a component of the IPA. Completion of the training leads
to professional qualification as a psychoanalyst. The qualified
psychoanalyst is then registered both with the IPS and the IPA
as a member. Registration with the IPA means that the qualified
analyst would have international recognition as well.
THE PTRC
The PTRC was established in the late 1960s, by
the Bombay group of psychoanalysts who felt the need to create
an institution. Although training of students in Adult Psychoanalysis
was available at the time, there were very few facilities. With
the help of some industrialists who understood psychoanalysis
and its worth, they managed to raise enough funds to rent premises
from where the group could begin its activities. Thus the first
psychoanalytically oriented Child Guidance Clinic was established
in Bombay, and young children were for the first time seen in
analysis. In the 1970s contact was established with the British
Psychoanalytical Society, and over the next 17 years, several
of the stalwarts from the British Psychoanalytic Society visited
Bombay to lecture and hold seminars for the Bombay group and
students who had enrolled for the Psychoanalytic training.
In June 1996, the PTRC began its Tavistock Model Mumbai Course
in Psychoanalytical Studies, and in June 1999 it introduced
the clinical Training Course in Psychoanalytic Psychotherapy
with Children, Parents and Young People. It also organises every
year a series of talks for the general public called The Introductory
Series. Besides topics like “What is Psychoanalysis?”,
it includes subjects like “The Significance of Dreams”,
and “Myths and their Meaning”.
In August 2002, the Centre launched its website:
www.psychoanalysis-mumbai.org. It was officially inaugurated
at the British Council Mumbai, by Mr. Zareer Cama, CEO, HSBC,
India.
In June 2005, the PTRC established its new clinic called The
Horniman Circle Therapy Centre. (The earlier Child Guidance
Clinic had to be closed down some years previously, due to problems
with the rented premises.) The aim of the Horniman Circle Clinic
is to help and support children, parents and adults with a wide
range of emotional difficulties. It is the only clinic in Mumbai
that provides help with emotional difficulties through psychoanalytic
psychotherapy. It is staffed by a team of child psychotherapists
and adult psychoanalysts who work together to provide consultations,
psychoanalytic and psycho-educational assessments, and psychotherapeutic
treatment -- both brief and long-term. The scope of the Centre’s
work includes helping children adults and families cope with
bereavement, child abuse, communication and autistic disorders,
learning disabilities, eating disorders and substance abuse
problems.
In April 2006 an additional service, the Young
Peoples’ Counselling Service (YPCS), was introduced. This
offers four consultations (confidential counselling sessions)
to people aged 16-30 who feel they have an emotional problem,
and wish to talk it over with a professional who can, at this
stage, help them to think about it and put into words feelings
and thoughts they may not he been able to think about before.
It is then left to the young person to follow it up, if and
when s/he feels the need to do so.
In April 2006 the PTRC published its first Newsletter,
a bi-annual publication. Requests for copies can be made to
the Editor Mrs. Gouri Salvi at 22813735.
Board of Trustees of the PTRC.
Add (in small print).
The PTRC is a Registered Charitable Trust (No.E-4971)
under Section 80G of the Income Tax Act.
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