Emory University Psychoanalytic Institute

History and Mission

Analytic institutes are established for two distinct reasons. An analytic society may respond to the need of the community for more analysts and thus form a training institute. Or, as was the case in Atlanta, a university or department of psychiatry may desire the intellectual and educational contributions of a psychoanalytic institute.

Plans were finalized for a new training facility at Emory in 1964. There were 25 applicants for the first two classes which began in 1965 and 1967. Classes were taught here in Atlanta by Columbia University and Emory University faculty.

For the next three classes from 1970 through 1976, classes were taught mainly by Emory University faculty and were supplemented by candidates traveling to New York for additional classes and supervision by the Columbia University faculty.

From 1978 through 1984, due to an insufficient number of training analysts at Emory, the Columbia University resumed a more active role in teaching and supervision.

Of the 30 candidates that began training in these first five classes, 19 graduated.

From 1986 onward there was a national recruitment effort to bring training and supervising analysts to the Emory Psychoanalytic Institute. With this successful effort, the on-going growth and experience of the Emory faculty and the continued interest of new candidates, the Institute was granted independent status in 1990.

Since 1990, the Institute has experienced a significant period of growth. There have been new classes beginning every two to three years.

The Emory Institute’s educational philosophy is based on a tri-partite approach to learning, which includes a personal psychoanalysis, formal study of the theory and clinical practice of psychoanalysis and closely supervised work with patients.

The theoretical orientation of the Institute is classical psychoanalysis with a focus on intrapsychic conflict, transference and resistance. Ego psychology and object relations theories continue to be strong influences in the educational program. Additional contributions to the educational curriculum come from child observation studies, relational and intersubjective theories, self-psychology, neuroscience and current research.

Diversity of thought is considered an important strength of this institute, as is rigorous attention to academic scholarship. Psychoanalytic theories are an attempt at explanations and are not absolute, immutable truths. New students to the field need a beginning orientation, which will ground them in traditional psychoanalytic concepts while promoting an open curiosity about divergent opinions. A philosophical aim of the program is to develop scholars who will continue to expand our understanding of psychoanalytic principles. Advanced candidates serve on the Curriculum Committee to help determine the scope and focus of the course work.

The Emory Institute also seeks to provide a psychoanalytic presence in both the university and community setting. For instance, the Consultation and Treatment Service (CTS) offers the community reduced fee psychoanalytic treatment. Other community resources include: The Bernard C. Holland Psychoanalytic Library, The H. Lee Hall Memorial Lecture, Movie Mania and The Psychoanalytic Psychotherapy Training Program.  In the university setting, psychoanalytic scholarship is provided by the Psychoanalytic Studies Program (PCP). The PCP at Emory brings together scholars who share an interest in psychoanalysis, from the medical sciences to the humanities, in order to create an interdisciplinary environment for the study of psychoanalytic theory and practice.

For a more detailed and complete description of the Institute’s philosophy, you may contact the Institute to receive a copy of  “The Emory University Psychoanalytic Institute Bulletin and Curriculum”.