Community Psychoanalysis Certificate Program
The Washington Baltimore Center for Psychoanalysis (WBCP) online application portal for the 2025-2026 Community Psychoanalysis Certificate Program (CPCP) is open!
Overview
Expand and enrich your clinical work by engaging in a two-year journey that melds didactic learning, experiential reflective groups, and hands-on placements in community agencies or nonprofits.
Who Should Apply?
The CPCP is a program for advanced practice registered nurses, and licensed mental health/health care professionals who have an interest in understanding how to utilize psychoanalytic/psychodynamic principles to inform work in community settings. This is a unique opportunity to bridge clinical practice, community engagement and social justice.
Logistics
The Community Psychoanalysis Certificate Program (CPCP) will be delivered via Zoom. Meetings will be held on Fridays, 12:00 pm – 1:15 pm EST starting on September 5, 2025, and ending on May 1, 2026.
The Program
Year One
Year 1 of the CPCP will be held twice a month on Friday afternoons from 12-1:15 pm, for a total of 16 sessions, with the first class of the month, didactic, and the second class of the month, community placement presentations. The amount of time spent in community placements will range from 1-2 hours per month, not including commuting time. Some placements will be offered on zoom.
Calendar
2025 – 09/19, 09/26, 10/17, 10/24, 11/21, 12/12, 12/19
2026 – 01/23, 01/30, 02/20, 02/27, 03/20, 03/27, 04/17, 04/24
Review: May 5, 2026
8 Didactic Classes
Facilitated by local, national and international faculty elucidating their ideas about and experiences working psychoanalytically outside their consulting rooms in community settings.
8 Reflective Groups
A reflective Balint-style experiential group with program participants, designed to create a safe space for empathic support of each other. These experiential groups help to develop creative ways of thinking about challenging situations in a community setting; help to identify emotional factors evoked in the complex relationships involved in the issue being presented; fosters a bonding experience between the group members. Finally, being part of a Balint-style group will help develop an important skill set in this group methodology that can be applied to work in a myriad of community settings.
In addition to immersion in a Balint-style group, the students will be exposed to examples of other methods that are used in community settings, including Work Discussion (Bick/Tavistock), Reflective Communities (Pally), Minding the Baby (Slade) and others.
Community Placements
Placements in local, national, international organizations, to put into practice the teachings in the program. For those not yet involved directly in a community setting, arrangements will be made for a placement in a local organization or via zoom with a national/international NGO. At these placements, participants will both observe and lead a group using either the Balint modality or another reflective approach with care providers, staff, teachers or other community mental health/health care professionals. Trainees will work in pairs and will have supervision from the CPCP faculty.
Year Two
Upon completion of the first year, participants will enter the second year of the program consisting of ongoing Balint-style experiential groups that will meet twice a month (day and time of the group TBD by class participants), to further establish an understanding of group work that is built on the application of psychoanalytic/psychodynamic principles in community settings. Participants in the second year will serve as mentors to the new incoming first year class. Completion of year 2 will also provide opportunities for participants to supervise and teach in the CPCP. Faculty members will continue to participate in these groups in Year 2.
Calendar
2025 – 09/05, 09/19. 10/03, 10/17, 11/7, 11/21, 12/05, 12/19
2026 – 01/16, 01/30, 02/06, 02/20, 03/06, 03/20, 04/03, 04/17
Review: May 1, 2025
Admissions
Application Process for the Community Psychoanalysis Certificate Program:
- A short personal essay (two pages maximum) describing the development of your interest in the application of psychoanalytic and/or psychodynamic concepts to work in community settings.
- Your current curriculum vitae, including name, physical address, email address, and phone number.
- Two letters of recommendation from professionals who have direct knowledge of your clinical work inside and/or outside the consulting room. Please address letters of recommendation to: Joseph Chirico, Executive Director, WBCP, via email, joe@wbcp.org.
Applications must be received by May 31, 2025. Acceptance will be no later than July 1, 2025.
Tuition: Grant Scholarship
The tuition for this two-year program has been set at $2100 which covers BOTH years.
We are pleased to announce that for the 2025-26 Academic year we have secured a grant that will provide a $600 scholarship for all participants making the total cost of the program $1500 for the 2 years.
Contact
For more information about the CPCP, please email the Program Co-Chairs:
Joy Kassett, PhD – jakassett@gmail.com
Deborah Feldheim, MD – drfeldheim@feldheim.net
CME/CEs
20 CME/CE total credits
Continuing Medical Education – This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the American Psychoanalytic Association and The Washington Baltimore Center for Psychoanalysis, Inc. The American Psychoanalytic Association is accredited by the ACCME to provide continuing medical education for physicians. The American Psychoanalytic Association designates this Live Activity for a maximum of 20.0 AMA PRA Category 1 Credit(s)TM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
DISCLOSURE STATEMENT: In accordance with disclosure policies of ACCME, effort is made to ensure balance, independence, objectivity, and scientific rigor in all accredited activities. These policies include mitigating all possible relevant financial relationships with ineligible companies for all planners and faculty. The APsA CE Committee has reviewed these disclosures and determined that the relationships are not inappropriate in the context of their respective presentations and are not inconsistent with the educational goals and integrity of the activity.
Continuing Education – Social Workers – The programs of The Washington Baltimore Center for Psychoanalysis, Inc. meet the criteria for continuing education as defined by the District of Columbia and Virginia Boards of Social Work, and the American Board of Examiners in Clinical Social Work. The Washington Baltimore Center for Psychoanalysis, Inc. designates this program as a continuing education activity for social work for 1 credit hour per hour for this activity.
The Washington Baltimore Center for Psychoanalysis, Inc. is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs and maintains full responsibility for this program. This training qualifies for Category 1 continuing education units.
Continuing Education – Psychologists – The Washington Baltimore Center for Psychoanalysis, Inc. is approved by the American Psychological Association to sponsor continuing education for psychologists. The Washington Baltimore Center for Psychoanalysis, Inc. maintains responsibility for this program and its content.
Continuing Education – Licensed Professional Counselors – The Washington Baltimore Center for Psychoanalysis, Inc. continuing education credits meet the criteria and may be submitted for re-licensure of LPCs in Maryland, DC, and Virginia. This program/activity has been approved by the Maryland State Board of Professional Counselors and Therapists to satisfy Category A continuing education requirements.
Faculty List
and Bios
Founding Co-Chairs
Dr. Deborah Feldheim is a psychiatrist and psychoanalyst in full-time private practice in Washington, D.C. A co-founder of the Community Psychoanalysis Certificate Program, she is deeply committed to bringing psychoanalytic thinking to bear on the pressing social, political, and environmental crises of our time. Dr. Feldheim teaches and supervises in multiple programs at the Washington Baltimore Center for Psychoanalysis and at George Washington University, where she is an Assistant Clinical Professor of Psychiatry. She also serves as a Supervising and Training Analyst at WBCP. Her leadership roles have included President of the Center’s Board of Directors , Vice President of Educational Affairs and Co-Chair of its Community Outreach Committee.
Joy Kassett, PhD earned graduate degrees in social work and public health from Columbia University in New York City and her psychology degree from The Catholic University of America in the District of Columbia. In addition to her graduate degrees, she earned certificates in adult, child and adolescent psychoanalysis and has an independent private practice in Washington, DC. Dr. Kassett is the Chair of the Child and Adolescent Psychoanalytic Training Program at the Washington Baltimore Center for Psychoanalysis (WBCP). She is also the Co-Founder of the Community Psychoanalysis Certificate Program (WBCP). Dr. Kassett is a teaching analyst at the WBCP and is also on the clinical faculty at The George Washington University and Howard University. She is a Clinical Consultant for St. Ann’s Center for Children, Youth and Families in Hyattsville, MD, a residential program for teen mothers and homeless mothers, in transition.
Faculty
Tina Adkins. PhD. is a research assistant professor with the Texas Institute for Child & Family Wellbeing and is the director of the Sue Fairbanks Psychoanalytic Academy. Adkins has worked her entire career in the field of child welfare. She began as a child protective services worker and went on to become a counselor and then specialize in attachment and child development. She went to London to learn about cutting-edge, child-welfare interventions and obtained two of her degrees from University College London and the Anna Freud Center. For her dissertation, she worked with Central Texas foster parents to create a practical, promising intervention for foster and adoptive parents called “Family Minds.” She has an MA in Counseling from Texas State University, an MS in Developmental Psychoanalytic Psychology and a Ph.D. in Psychoanalytic Studies from University College London (UCL).
Monisha Nayar-Akhtar, PhD, obtained her Masters and Ph.D. in clinical psychology from Wayne State University in Detroit, Michigan. Later, she trained at the Michigan Psychoanalytic Institute in adult and child/adolescent analysis. After practicing for over twenty years in Southfield, Michigan, she relocated to suburban Philadelphia. Currently, she is affiliated with the Psychoanalytic Center of Philadelphia where she is a Training and Supervising Analyst. She is an active member of the American Psychoanalytic Association where she served as a member of the Program committee till 2020 and as chair of the Clinical Workshop on Child and Adolescent Psychoanalysis till 2018. Dr. Akhtar has a keen interest in Applied Psychoanalysis and in promoting psychoanalytic thinking in India, her country of origin. In 2011, she began working with Udayan, an orphanage based in New Delhi and continues to do so to date. Her current projects include providing ongoing clinical training workshops in trauma and attachment to psychotherapists, social workers and others, working with children and adolescents. In 2018, she established the Indian American Psychoanalytic Alliance in Philadelphia, a non-profit organization that provided a two-year distance learning program in psychodynamic psychotherapy. Her current project includes training therapists in early intervention and establishing a Therapeutic Play Center to provide therapies for disturbed children between the ages of 2 and 6. She has edited two books. One titled, Play and Playfulness, and the other titled, Identities in Transition. Dr. Akhtar is the editor-in-chief of a journal “Institutionalised Children: Explorations and Beyond,” which she, as its editor in chief, helped launch in May 2014. This peer reviewed journal published by Sage Publications, presents papers from the SAARC region on issues pertinent to children and adolescents who are orphaned or in need of care and protection. She is on the editorial board of the Psychoanalytic Study of the Child and Adolescent as well. She is a recipient of the Ticho Award and presented a paper titled ‘Psychic Space, Structural Space, Cyber space, Desire and Intimacy in a Digital World,’ in Chicago, 2016, during the spring meetings of the American Psychoanalytic Association. Dr. Akhtar is in private practice and has an office in Center City, Pennsylvania.
Sharon Alperovitz, LICSW, is in private practice in Washington, D.C. She is a Teaching Psychoanalyst and a faculty member of the Psychoanalytic Studies Program and the Observational Studies Program at the Washington Baltimore Center for Psychoanalysis. She was active for many years, co-leading Work Discussion groups at Jubilee JumpStart Daycare Center in Adams Morgan, Washington, D.C
Elizabeth Hersh, MD, is a psychiatrist in Washington, DC. She is a training analyst at the WPCP and a faculty member of the Observational Studies Program at the Washington Baltimore Center for Psychoanalysis. She has also been active for many years, co-leading Work Discussion groups at Jubilee JumpStart Daycare Center in Adams Morgan, Washington, D.C
Joel Kanter, MSW, LCSW-C, is in private practice of psychotherapy and clinical case management in Silver Spring, Maryland. Recognized as a Distinguished Practitioner by the National Academy of Practice in Social Work, he is an Instructor in Psychiatry at the George Washington University School of Medicine and is a Consulting Editor of the Clinical Social Work Journal. He serves on the Board of the American Association for Psychoanalysis in Clinical Social Work. He has published over 40 articles and book chapters—many on community care of persons with severe mental illness–in diverse social work, psychoanalytic and psychiatric journals. His major publications include Coping Strategies for Relatives of the Mentally Ill (NAMI, 1984), Clinical Studies in Case Management (Jossey-Bass, 1995), and Face to Face with Children: The Life and Work of Clare Winnicott (Karnac, 2004).
Katherine Knowlton, PhD, is a Seattle psychologist retired from several decades of private practice in individual psychoanalytically oriented psychotherapy. Since 1995 she has maintained an affiliation with the University of Washington, where she leads Balint groups for Family Medicine, Psychiatry and Behavioral Sciences and specialized surgical teams for Seattle Children’s Hospital. Her Balint work also includes holding private groups for mental health providers and training leaders nationally with the American Balint Society.
Albert Lichtenstein, PhD, received his doctorate in Clinical Psychology at Michigan State University. He has served as Director of Behavioral Services at the Guthrie Weight Loss Center for 12 years. Before that, Dr. Lichtenstein was the Behavioral Science Director at the Guthrie Family Medicine Residency. He is currently a Professor of Psychiatry at the Neuroscience Institute of the Geisinger Commonwealth School of Medicine. One of Dr. Lichtenstein’s main interests is in using the Balint Method to help physicians, and other healthcare providers, work through difficult relationships with their patients in order to provide compassionate care. He has been President of the American Balint Society and currently serves as General Secretary of the International Balint Federation.
Kathryn McCormick, MA, LMFT, CMHS, EMMHS, is a bilingual (Spanish) child analyst and an advanced candidate in adult training at the Seattle Psychoanalytic Society and Institute. She has worked for over two decades in a northwest tribal community as a clinician, including for over 10 years as the Administrative Clinical Supervisor of a tribal Child, Youth and Family (CYF) Mental Wellness Program. For the past six years, she has served as the Administrative Clinical Supervisor of the tribes’ Birth to Five Center, and as the head and lead clinician in the psychoanalytically informed, evidence-based Reflective Network Therapy (RNT) program for children (aged 2½-5) challenged with trauma, developmental delays and/or social, emotional and/or behavioral difficulties. Internationally, Kathryn has held numerous administrative and executive positions with IPSO (the candidate organization of the IPA) including as the former IPSO VP Elect of North America – 2013-2015, IPSO VP of North America – 2015-2017, IPSO President Elect 2017-2019, and most recently IPSO President, 2019-2021. Additionally, she has held several positions in the IPA both on the IPA IPSO Relations Committee (IIRC) from 2013-2020, IPA Health in the Community Committee. Kathryn currently serves on the IPA Education in the Community Committee.
Regina Pally, MD, is retired from private practice as a psychiatrist and psychoanalyst and currently engaged in helping the community. She is author of “The Reflective Parent: How to do less and relate more with your kids,” which emphasizes that building and maintaining a strong parent-child relationship is the single most important thing a parent can do for their child. She is Founder of Center for Reflective Communities (CRC), which provides training and educational workshops designed to help parents and other care providers build strong relationships with children by enhancing their capacity to be reflective. She currently is working on a grant to bring Reflective Parenting into the Antelope Valley CA, African American Faith Based Community. Reflective capacity is the uniquely human ability that enables us to make sense of what is going on inside another person and inside ourselves. Regina maintains that being reflective in our relationships with children, leads to greater empathy, understanding, and acceptance and less stress, anger, and aggression, all of which ultimately promotes healthier child development and strengthens families. Additionally she emphasizes that being reflective in ALL our relationships builds more connected and safe communities. Regina has 3 adult children, 7 grandchildren and lives with her husband in Santa Monica.
Susanne Walker Wilson, MSW, LCSW, LCAS, IMH-E, has been a therapist, parent educator, early intervention specialist, consultant and trainer in inner-city Washington DC, Colombia, South America, and across Appalachian communities in North Carolina for more than 25 years. She is a licensed clinical social worker and a reflective supervisor with a private practice in Asheville, NC. Her focus is the intersection of early relational health, resilience, and public health prevention. Susanne is endorsed as an Infant Mental Health professional at the Clinical Mentor level and offers reflective consultation through the NC Infant Mental Health Association. Susanne describes Circle of Security as continuing to inform and transform her work and her own heart. She facilitates COSP groups across diverse contexts (rural and urban, with caregivers living near harm and those who experience privilege) and utilizes the Circle as a framework for systems change and leadership development. Through the Psychoanalytic Center of the Carolinas she anchors statewide systems change and collective impact that invites North Carolina leaders and policy makers to hold the centrality of attachment in mind. Through the nonprofit Resources for Resilience, Susanne coordinates an initiative with local government funding to bring COSP groups and ongoing COSP “reunions” (by parent request) to child welfare-involved parents and to the professionals who serve them. She and others have also been bringing COSP groups to North Carolina’s Early Intervention workforce statewide. Susanne is a co-founder and leadership partner of the Attachment Network of North Carolina. As a COSP Fidelity Coach and reflective consultant with professionals around the world, Susanne appreciates the chance to be with and learn from colleagues committed to mentalization models that support increased adult reflective functioning.