Group Affective Model Leader and Teacher Training

This online training has been designed to offer a combined experience in group leading and teaching to IPI Fellows, IPI National and Local faculty, graduates of IPI Programs and invited participants.

Summer 2022 - Teaching Skills Training

Participants will have the opportunity to deepen their understanding on teaching the Group Affective Model, and to practice effective ways of teaching to improve the experience of a class with psychoanalytic material. This is an interactive experience, every student will be a presenter over the course of the training.


This course is limited to 16 participants. Registration will close when the course is full.

Program Chair

Anabella de Brostella, PhD

Program Date(s):

June 2, 2022 - June 4, 2022

Course Overview

After registering

Students will be assigned a faculty mentor and a reading.

Prior to May 25th

Students will:

  1. Establish contact with the mentor selected for you from the faculty and send your presentation and two learning objectives to your mentor, in advance and no later than May 25th, to have feedback from your mentor.
  2. Read one or both of the following:

Attend all online trainings

    • Thursday June 2, 2022 8:15pm-9:15pm US ET
    • Saturday June 4, 2022 8:00 am – 6:35 pm US ET

Program Faculty

Anabella de Brostella, PhD

Andi P. Eliza-Christie, LPC

Michelle Kwintner, PhD

Kelly Seim, PhD

Ana María Barroso, MD

Flora Barragán, MA

Stephen Morris, PhD

Lea Setton, PhD

Aures García de Paredes, PsyD

Schedule of training events

Thursday June 2nd, 2022

02 Jun
Bion "Containing and understanding group dynamics while teaching"
8:15pm-9:15 pm
Ana María Barroso, MD

Saturday June 4th, 2022

04 Jun
Welcome and opening
Anabella de Brostella, Ph.D
04 Jun
Henry, G., Osborne, E., Salzberger-Wittenberg.I (1983). The Emotional Experience of Learning and Teaching. Karnac Books. Part II: “Aspects of the student’s relationship to the teacher
Participants with Consultant: Lea Setton, Ph.D
04 Jun
Scharff, D. E. (2015) Psychoanalytic Teaching by Video Link and Telephone. Journal of the American Psychoanalytic Association
9:30am - 10:20 am
Participants with Consultant: Lea Setton, Ph.D
04 Jun
Scharff, D.E.(2021) Advances in Online Teaching of Psychoanalysis.
Participants with Consultant: Ana María Barroso, MD
04 Jun
Cabaniss, D. L.(2012). Teaching psychodynamics in the twenty-first century. Journal of the American Psychoanalytic Association 60:483-492.
Participants with Consultant: Ana María Barroso, MD
04 Jun
Lemma, A. (2012). Some reflections on the teaching attitude and its application to teaching about the use of transference: A British view. British Journal of Psychotherapy 28 (4):454-473.
Participants with Consultant: Ana María Barroso, MD
04 Jun
Ogden, Thomas (2006).On teaching Psychoanalysis. Inernational Journal of Psychoanalysis, (87)(4):1069-1085
Participants with Consultant: Michelle Kwintner, Ph. D
04 Jun
D'Amato, Barbara (2012). Teaching Modern Psychoanalysis: Technique in the Classroom. Modern Psychoanalysis (37)(2):157-176
Participants with Consultant: Michelle Kwintner, Ph. D
04 Jun
Skorczewski, D. (2008). Analyst as Teacher / Teacher as Analyst: A Confusion of Tongues? J. Amer. Psychoanal. Assn., (56)(2):367-389
Participants with Consultant: Michelle Kwintner, Ph. D
04 Jun
04 Jun
Anabella de Brostella, Ph.D

Course Structure

The course is theoretical and experiential with a maximum of sixteen participants. It is organized as follows:

Role descriptions:


  • Chair/Coordinator: Organizes the training
  • Consultant: Observes and gives feedback to the participants as teachers and group leaders


  • Participant: Prepares the material that is given and presents it in 30 minutes.
  • Observer: Observes the different processes and contributes to discussion at the end of the exercise.

Session format

  1. Each student will be assigned to one of the course readings when they register.
  2. The student will study the material to create a 30 minute presentation to the rest of the class group (if co-taught, each person prepares 15 minutes of material).
  3. Students will be assigned a mentor who will review the material prepared (submit presentation materials to mentor no later than May 25, 2022)
  4. Participants will present their material to the class in one of the sessions listed on the schedule.
  5. The consultant and observers will give a brief feedback, highlighting weaknesses and strengths of the presentation.

Tuning the Therapeutic Instrument

Click the title below to download the free ebook version of Jill Savege Scharff’s and David Scharff’s book through our IPI ebook site.

Tuning the Therapeutic Instrument: Affective Learning of Psychotherapy


Educational Objectives

Learning Objectives:  Teaching Skills

Participants will be able to:

  • Acknowledge the emotional climate of the classroom
  • Use transference and countertransference in the student-teacher context
  • Incorporate the analytic function of the teacher
  • Identify the challenges of the teacher-student link
  • Engage participants to develop further discussion of material
  • Online and In person variables
  • Facilitate learning in a small group seminar
  • Present material in an engaging way
  • Use media appropriately
  • Write learning objectives and evaluations
  • Respond to critique
  • Take the role of silent observer
  • Understand the emotional experience in the teacher-student dyad
  • Recognize the impact of teaching online
  • Ask for feedback and improvement

Tuition and Fees



Continuing Education Credit Hours

9 CE credits

Group Affective Model

The Affective Learning Model is an educational format derived from object relations theory that incorporates ideas from group analysis, neural development, systems theory, chaos theory, and affect regulation. Within our learning community, guest presenters, faculty, candidates, fellows, students and weekend attendees learn together, combining didactic material and experience through group process to integrate theory and technique, cognitive and affective elements, and intrapsychic and interpersonal dimensions.

IPI’s affective learning groups represent a core component of our weekend conference learning experience. Each participant meets in a consistent small group, twice daily and once on Sunday morning during the weekend conference. Faculty members act as group facilitators, and the group as a whole gives participants an effective way to gather and integrate intellectual and emotional responses to the didactic material at both individual and group levels. Unpacking and understanding the material as it emerges in the group process facilitates deeper learning, with implications for both personal understanding and clinical applications of the concepts. Participants value the small group as a place that fosters their development as clinicians, by giving the learner a close-in opportunity to discuss, argue, and wrestle with concepts and emotional responses to the material. Although elements of this group process can be therapeutic, it differs from a therapy group in the shared focus on learning concepts and ideas rather than addressing personal issues and concerns.

Download the Scharff’s original article “Group affective learning in training for psychotherapy and psychoanalysis” from IPI ebooks.

or download the final edited version published in the International Journal of Psychoanalysis here:

Continuing Education Information

The International Psychotherapy Institute, IPI, is approved by The American Psychological Association to sponsor continuing education for psychologists. IPI maintains responsibility for the program and its content. The International Psychotherapy Institute has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6017. Programs that do not qualify for NBCC credit are clearly identified. The International Psychotherapy Institute is responsible for all aspects of the programs. The International Psychotherapy Institute is an approved sponsor of the Maryland Board of Social Work Examiners for continuing education credits for licensed social workers in Maryland. The International Psychotherapy Institute is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers.

Participants are responsible for verifying that IPI CE credit is accepted by the licensing boards in their own states. Please note: At this time we are aware that CE credit for IPI events will not be accepted by the New Jersey Board of Social Work #SW-0299.