Psychodynamic Psychotherapy (PPP) Videoconference

Distance Learning program to address the challenges that culture, time, love, hate, fear, clinical failure, technology, passion, loneliness, and endings present in the clinical situation.

Spring 2021:  There’s Always Something: Clinical Challenges and Dilemmas

An eight-session seminar held by online video conference.  The seminar meets on Friday mornings from 9:00 a.m. – 11:00 a.m. US Eastern Time. The first hour is a lecture/discussion seminar designed around assigned readings.  The second hour is a discussion of a case presentation and the application of the theory, technique, and research findings that apply to the patient.

The seminar meets over the internet as a live class using a no-cost, secure Zoom videoconference platform that can be used on any device: computers, laptops, tablets and smartphones.

Psychodynamic psychotherapy is an effective form of treatment, as shown in numerous studies involving thousands of patients. However, many clinicians have had little exposure to it in their post-graduate training.

No matter our level of training or the number of years of our experience, there is always something! There is always a challenge or a dilemma to perplex, bedevil, and keep us awake at night and off balance during the day. There’s Always Something: Clinical Challenges and Dilemmas (Module IV of the IPI Psychodynamic Psychotherapy Program) will address the challenges that culture, time, love, hate, fear, clinical failure, technology, passion, loneliness, and endings present in the clinical situation.

The seminars are designed to teach an understanding of clinical challenge at both the feeling and cognitive levels for both the therapist and patient and the empirical research that supports successful interventions.

You may enroll in this course even if you have never participated in a Psychodynamic Psychotherapy videoconference.

Looking for the full Psychodynamic Psychotherapy certificate program? Click here.

Program Chair

Stephen Morris, PhD

Program Date(s):

January 8, 2021 - May 14, 2021

There's Always Something: Clinical Challenges and Dilemmas

08 Jan
Locating Ourselves, Locating The Other
Patrizia Pallaro, LCMFT, BC-DMT
29 Jan
When Time Stands Still:
Blocked And Stalled Therapies
Karen Fraley, LCSW, BCD
12 Feb
You Are No Help At All:
Negative Therapeutic Reaction
Jim Poulton, Ph.D
26 Feb
The Crocodile And The Clock:
When Therapy Is Brief
Mike Stadter, PhD
12 Mar
Screen Dreams:
Caroline Sehon, MD
26 Mar
If I Loved You:
Erotic Transferences And Countertransferences
Sheila Hill, LCSW-C
23 Apr
Me, Myself, And I:
Therapist Self-Disclosures
Stephen Morris, PhD
14 May
Finito, Yes Or No:
Termination Challenges
Sharon Dennett, LCSW, FIPA

Educational Objectives

At the conclusion of this program, participants will be able to: 

  1. Discuss 2 ways in which countertransference is utilized to identify implicit racial bias and focus on the reparative potential of guilt
  2. Describe 2 ways in which 19th and 20th century theories of sexual orientation and views of appropriate treatment were pathologizing to LBGQ people
  3. Explain 3 reasons for considering the developmental influences of familial, socio-cultural, and political factors when working with patients from different racial backgrounds
  4. Identify 2 reasons why it is necessary to hold ambiguity and uncertainty in mind, and to maintain an ethical stance of not-knowing, when listening to patients with gender identity concerns
  5. Identify 2 ways narcissistic defenses function to sabotage the development of the self.
  6. Define the concept of non-interactive interactions and describe 2 therapeutic tools for working with these types of defenses.
  7. Describe 2 defining features of shame and guilt and the distinctions between them.
  8. Define the concept of a paradoxical communication and give 1 example.
  9. List three different ways through which a patient can exhibit a Negative Therapeutic Reaction in a course of treatment.
  10. Explain the interpersonal origins of two different countertransference responses a therapist may have when working with a patient exhibiting a Negative Therapeutic Reaction.
  11. Describe one primary characteristic and one primary cause of the development of a bastion in the therapeutic relationship.
  12. Describe 2 potential differences in the experience of short-term and long-term therapy for therapists and patients.
  13. Give at least 2 examples of a symptomatic and dynamic focus in brief therapy.
  14. Define and differentiate time-near experience and time-far experience.
  15. Describe two elements of a contingency plan to handle technology failures, emergencies or risks in the practice of teletherapy.
  16. Give one example of analyzing unconscious communication projected onto the technology-mediated setting.
  17. Describe fully one defensive and one affective-expressive use of a displacement object shown on screen in online treatment.
  18. Explain what is meant by “the double separation process.”
  19. Explain the difference between incorporation and introjection.
  20. Describe a countertransference “in the body” that you have clinically experienced.
  21. Name one rule for deciding whether a self-disclosure is appropriate.
  22. Provide one example of a therapist self-disclosure and explain how it might change the balance between the transference relationship, the real relationship, and the therapeutic alliance.
  23. Describe one way a therapist can prevent his or her emotional needs from leading to inappropriate self-disclosure.
  24. Provide one example of how the therapist’s definition of the therapeutic endeavor is central in assessing readiness for termination.
  25. Describe how the concepts of mourning, introjection, internalization, and transformation help the therapist assess readiness for termination.
  26. Identify two instances of countertransference or personal challenges that the therapist must recognize to move the therapeutic dyad towards a termination point in treatment

Continuing Education Credit Hours

The eight-session seminar provides 16 hours CE credit.

Attendance Policy

The IPI is an APA-approved provider (sponsor) of continuing education (CE) credit that specifies standards by which CE credits can be awarded for learning activities. The APA only awards CE credit for actual instructional time, and variable credit for partial attendance may not be awarded. IPI expects 100% attendance for a student to receive CE credit. A student enrolled in the Psychodynamic Psychotherapy Program (PPP) would not receive credit for a module or semester (a unit of instruction) unless the student were to attend all of the classes within that particular module or semester. Attendance records are maintained by the PPP faculty at each class. In the very rare instance when a student would have to miss a class, that student would be expected to complete a make-up assignment with specified learning objectives, as part of IPI’s adherence to APA standards for awarding credit.


Please use the Register button above the course schedule to sign up for the single semester videoconference. Registration will close Jan 7, 2021.

To apply for the full Psychodynamic Psychotherapy Program, click here for the application form

Applications for the Academic Certificate or Clinical Certificate Program are now being accepted for Fall 2021.

Tuition and Fees

Registration fee is $440.

Discounted registration for Full and Associate IPI Members $375.

Membership Benefits

Become a member of IPI at the “Associate Member PLUS”, or “Full Member PLUS” level and you will receive an IPI Zoom Pro account as one of your member benefits. Associate and Full Members also receive discounted registration fees for most of IPI’s events, a subscription to PEP Web, the online psychoanalytic library, and other benefits depending on membership level.

HIPAA compliant Zoom video accounts are provided for all IPI Associate Member Plus and Full Member Plus memberships. IPI has a HIPAA Business Associate Agreement with Zoom, which provides a HIPAA compliant platform for our accounts. HIPPA compliance is strongly recommended for all internet-mediated clinical work and clinical teaching. The “PLUS” add-on to the IPI membership gives the user the ability to host online meetings with multiple people at the same time. [Current members can upgrade to the “Plus” account and only pay the difference in price from your current membership level.]

Click for IPI Membership and Zoom Account information

Should you have any questions about the program or the application process, please feel free to contact:

Stephen Morris -

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.