“The world hangs on a thin thread, and that thread is the psyche,” wrote Carl Gustav Jung. If this statement speaks to you, then this Graduate Certificate is designed with you in mind. Whether you are a clinician seeking to enrich your practice, a scholar interested in contemporary Jungian thought, a student of psychology, or simply someone passionate about the life of the psyche, this program invites you into a rigorous and stimulating exploration of analytical psychology in the twenty-first century.
More than ever, Jung’s insight speaks to the complexities of our age. In a world marked by social fragmentation, political polarization, ecological uncertainty, and profound psychological distress, the study of the psyche is not a luxury—it is a necessity.
If you are drawn to understanding the deeper forces that shape individual and collective life, this Graduate Certificate in Contemporary Analytical Psychology and Neo-Jungian Studies offers a unique opportunity to engage with one of the most dynamic and evolving fields in contemporary depth psychology.
Developed in collaboration with Dr. Stefano Carpani and Jungianeum, this graduate-level certificate brings together internationally recognized scholars, clinicians, and thought leaders whose work continues to shape the theory, practice, and future direction of Analytical Psychology and Neo-Jungian Studies. Rather than offering a historical overview alone, the program places particular emphasis on contemporary clinical applications, cultural challenges, and emerging developments in the field.
Over fourteen weeks, participants will engage with cutting-edge perspectives on the individual and collective psyche through a series of lectures, discussions, and clinical reflections. Special attention will be given to the ways analytical psychology can help us understand and respond to the multiple crises of our time—from mental health challenges and identity formation to political conflict, cultural polarization, spirituality, and humanity’s relationship with the natural world.
Program Themes:
• The evolution of Analytical Psychology through Jungian, Post-Jungian, and Neo-Jungian perspectives
• Selfhood, narcissism, envy, shame, and the dynamics of self-love and self-hate
• Analytical Psychology, gender, sexuality, and queer perspectives
• Psyche, ecology, and the more-than-human world
• Depression, desire, and psychological transformation
• Jungian and Neo-Jungian approaches to crisis intervention
• Imagination, symbolism, and historical consciousness
• Siblings, family dynamics, and the formation of identity
• Individuation, spirituality, and the search for meaning
• Cultural complexes, collective identity, and group psychology
• The psychology of politics, projection, and paranoia in contemporary society
• Contemporary approaches to archetype theory informed by evolutionary, embodied, and cognitive perspectives
• Transference and countertransference in clinical practice
• Interpretation in Jungian analysis: theory, art, and technique
This certificate offers more than academic study. It provides a rare opportunity to enter into dialogue with leading voices in contemporary analytical psychology while deepening your understanding of the psyche’s role in personal development, clinical work, cultural life, and the future of our shared human world.
What you will receive:
• 14 Live Interactive Learning Sessions with world recognized Jungian Analysts & Scholars
• 14 Recorded Learning Sessions with world recognized Jungian Analysts & Scholars
• A Private, on-line Discussion Forum
• PGI Graduate Certificate upon successful completion of the course
• 14 Continuing Education Credits (CECs)* See qualifying criteria below
This course is ideal for:
Clinicians, educators, scholars, artists, and seekers interested in the transformative potential of Jungian and post-Jungian frameworks. Whether you’re deepening your therapeutic practice, pursuing research, or embarking on a personal journey of individuation, this certificate offers access to a living lineage of analytical thought adapted to the complexities of our contemporary world. Participants will emerge with new tools for clinical practice, expanded theoretical understanding, and an enriched connection to the symbolic life of the psyche.

Career Competencies:

Depth Psychological Assessment & Case Formulation
Ability to formulate psychodynamic treatment plans rooted in Jungian concepts such as archetypes, complexes, and the symbolic process of individuation.

Cultural and Ethical Competency in Practice
Enhanced skill in working with culturally diverse populations, addressing collective trauma, and integrating social justice perspectives into depth-oriented therapy.

Trauma-Informed and Relational Clinical Skills
Development of long-term, symbolically-informed treatment approaches for clients navigating identity, loss, dissociation, and complex trauma.

Interdisciplinary Application of Depth Psychology
Capability to integrate analytical psychology with the arts, philosophy, feminist theory, sociology, and contemporary research in psycho-neurobiology.

Creative Use of Expressive Modalities in Therapy
Proficiency in applying active imagination, dreamwork, art-based practices, and mythic narrative for clinical transformation and self-understanding.

Critical Theoretical Analysis & Scholarly Inquiry
Deepened ability to critically engage with and contribute to evolving discourses in Analytical Psychology, Neo-Jungian Studies, and the psychology of the global psyche.

SCHEDULE FOR LIVE ONLINE LEARNING SESSIONS

**Please note that all live sessions except for weeks 1 and 7 are 1 ½ hours long, from
8:00 – 9:30 AM PT/11:00 – 12:30 PM ET/4:00 – 5:30 PM UTC.

**Weeks 1and 7 are 2 1/2-hours long, from
8:00 – 10:30 AM PT/11:00 – 1:30 PM ET/4:00 – 6:30 PM UTC with no prerecorded lectures.
Week 1: October 10, 2026, 8am-10:30am PT – Stefano Carpani
Week 2: October 31, 2026, 8am – 9:30am PT – Susan Schwartz
Week 3: November 14, 2026, 8am – 9:30am PT – Caterina Vezzoli
Week 4: December 12, 2026, 8am – 9:30am PT – Ruth Williams
Week 5: January 16, 2027, 8am – 9:30am PT – Stefano Carta
Week 6: January 30, 2027, 8am – 9:30am PT – John Beebe
Week 7: February 6, 2027, 8am – 10:30am PT – Elana Lakh
Week 8: February 27, 2027, 8am – 9:30am PT – Henry Abramovitch
Week 9: March 20, 2027, 8am – 9:30am PT – Murray Stein
Week 10: April 10, 2027, 8am – 9:30am PT – Tom Singer
Week 11: April 24, 2027, 8am – 9:30am PT – Luigi Zoja
Week 12: May 8, 2027, 8am – 9:30am PT – Erik Goodwyn
Week 13: May 29, 2027, 8am – 9:30am PT – Jan Wiener
Week 14: June 12, 2027, 8am – 9:30am PT – Mark Winborn

Course Overview:

Week 1: Saturday October 10, 2026 – Stefano Carpani
8am-10:30am PT /11:00 – 1:30 PM ET/4:00 – 6:30 PM UTC

Jungians, post-Jungians and neo-Jungians: The Evolution of Analytical Psychology
This module offers a critical and accessible exploration of the development of contemporary analytical psychology after Jung. Drawing upon the first volume of a major three-volume biographical and theoretical series on contemporary Jungian studies (Carpani, S. and Ostermann, L. (2026). A Biographical Dictionary of Jungian Psychoanalysis), this week examines how analytical psychology evolved after Jung through dialogue with major social, political, philosophical, and cultural transformations of the late 20th century and early 21st century.

The module investigates the principal classifications within analytical psychology proposed by Adler, Fordham, Goldenberg, and Samuels, before introducing a new interpretive framework distinguishing “Jungians,” “post-Jungians,” and “neo-Jungians.” Through close engagement with key authors, students will examine how scholars expanded Jung’s legacy across clinical practice, trauma studies, identity formation, mythology, religion, gender studies, culture, and contemporary crises of meaning. Combining intellectual history, biography, and theoretical analysis, the module functions both as an introduction to major contemporary Jungian authors and as an invitation to critical reflection on the ongoing transformation of analytical psychology as a living tradition.

Learning Objectives:
• Analyze the major classifications and schools within Jungian thought, including the
contributions of Adler, Fordham, Goldenberg, and Samuels.
• Critically assess the proposed distinction between Jungians, post-Jungians, and neo-
Jungians as a framework for understanding contemporary analytical psychology.
• Analyze the theoretical, clinical, cultural, and social contributions of major post-Jungian
authors.
• Discuss how analytical psychology engaged with the political, philosophical, and cultural
movements of the late twentieth century.
• Assess the relevance of Jungian thought to contemporary issues such as trauma, identity
fragmentation, meaning crises, spirituality, and cultural transformation.
• Critically explain the evolution of Jung’s intellectual legacy and its continuing significance
within psychotherapy, the humanities, and contemporary culture.

 

Selected Bibliography:
• Adler, G. (1967). ´Methods of Treatment in Analytical Psychology, in Psychoanalytical Techniques`, ed. Wolman, B., Basic Books, New York.
• Carpani, S. (2022), Anthology of Contemporary Theoretical/Clinical Classics in Analytical Psychology: The New Ancestors. Routledge: London
• Carpani, S. and Ostermann, L. (2026). A Biographical Dictionary of Jungian Psychoanalysis (Volume 1). London: Palgrave
• Casement, A. (1998). Post-Jungians Today. Routledge. London
• Christopher, E. and Solomon, H. (1999). Jungian Thought in the Modern World. Free Association Books: New York
• Fordham, M. (1978). Jungian Psychotherapy: A Study in Analytical Psychology. Wiley: Chichester
• Goldenberg, N. (1975). ´Archetypal theory after Jung`. Spring Journal.
• Kirsch, T.B. (2000). The Jungians: A Comparative and Historical Perspective. Routledge. London
• Samuels, A. (1985). Jung and the Post-Jungians. Routledge: London.
• Young-Eisendrath, P. and Dawson, T. (2008) The Cambridge Companion to Jung, Cambridge University Press: Cambridge.

Week 2: Saturday October 31, 2026 – Susan Schwartz
8am-9:30am PT /11:00 – 12:30 PM ET/4:00 – 5:30 PM UTC

Envy, Echo And Narcissus: The Shadows Of Self-Love And Self-Hate
Our minds contain a vast universe of nuances and secrets to be unraveled as we discover the damage of self-deception laying in the unconscious, and how it takes us off our path. The pull toward self-deception distorts reality and exploits oneself. Deception divides self-knowledge, and self-hate takes the form of internal saboteurs. Life is compromised.

Presented by international guest Susan E. Schwartz, this lecture will explore the myth of Narcissus and Echo, not only as mythological figures but also how they appear as inner characters affecting all relationships – including the therapeutic relationship. The myth has contemporary cultural application as the roles of the masculine and feminine become increasingly fluid. In this interpretation, Echo reaches out toward connection, while Narcissus refuses anyone but himself.
Many in psychological and analytical treatment minimize the extent of internal self-hate, the defense of singularity, lack of intimacy, and isolation, failing to realize or admit the damage. Narcissism is described as a grandiose sense of self, exhibitionistic, needing constant reassurance, yet beneath these traits, they are suffering in disturbed relationships. Susan will elaborate on what narcissism is, why it is misunderstood, and whether narcissists are capable of love, complicated by their burden of perfectionism.

A focus of the lecture includes the ruthless trail of envy with its projections onto others, causing ruin. Envy, a hallmark of narcissism, is not prominently addressed in Jungian work, yet it is a powerful destroyer when it remains unconscious. Envy is oriented toward ‘killing off’ any threatening energy, and demolishing ‘the other’ who is assumed to have it all. Within the personality, there also exists a dangerous and devious unconscious envy of the self. Yet when envy is brought into awareness and understood, it can initiate the creative urge to develop within what is attributed to others.

Drawing on the core concepts of Jungian analytical psychology as well as clinical material, dreams, the language of myth, and the use of symbols, Susan will guide us further into the psyche. Her presentation moves beyond pathology towards hope by exploring how to forge self-knowledge and emotional transformation. In the process, one gains the treasure of oneself.

Learning Objectives:
• Assess the singularity and isolation of Narcissus.
• Describe the Jungian symbolism of Echo.
• Analyze envy with its effects on the Self personally and culturally.

Bibliography:
• Ovid. (8 C.E.). Metamorphoses (A. D. Melville, Trans.). Oxford University Press.
Please read at least a chapter in each of these books for the class discussion.
• Hillman, J. (1989). Puer Papers. Dallas: Spring Publications.
• Jung, C. G. (1966). The Practice of Psychotherapy: Essays on the Psychology of the Transference and other Subjects. Collected Works Vol. 16. Princeton University Press.
• Jung, C. G. (1981). The Archetypes and the Collective Unconscious. Collected Works Vol.9i. Princeton University Press.
• Schwartz, S. (2025). An Analytical Exploration of Love and Narcissism; The Tragedy of Isolation and Intimacy. Routledge.
• Schwartz-Salant, N. (1982). Narcissism and Character Transformation: The Psychology of
Narcissistic Character Disorders. Inner City Books.

Week 3: Saturday November 14, 2026 – Caterina Vezzoli
8am-9:30am PT /11:00 – 12:30 PM ET/4:00 – 5:30 PM UTC

Analytical Psychology and Queerness
This module begins from the premise that questions of gender are deeply connected to the development of subjectivity. Gender is therefore understood not as something purely genetically determined, but as part of the broader process of subjectivation and psychic development. In Jungian terms, gender can be approached as an aspect of the individuation process.
Starting from this perspective, we will explore how epistemic violence can emerge in cultural, educational, and even psychoanalytic discourses surrounding gender. Particular attention will be given to the ways dominant cultural assumptions and normative frameworks shape understandings of identity, sexuality, and difference.
Through a critical and clinically informed Jungian lens, participants will engage in the deconstruction of inherited prejudices and binary models, including those embedded within psychoanalytic traditions themselves. The course will also examine how analytical psychology may offer conceptual and symbolic tools for developing more pluralistic, reflective, and ethically responsible approaches to gender and subjectivity.

Learning Objectives:
• Describe and critically explain the concept of queerness within contemporary social,
cultural, and psychological discourse.
• Assess the concept of epistemic violence and identify how it can emerge in discussions and
teaching about gender.
• Discuss the relationship between queerness and the Jungian process of individuation.
• Demonstrate awareness of the ways normative assumptions can shape psychological and
educational frameworks.
• Compare the tools and perspectives offered by analytical psychology for recognizing and
reducing epistemic violence.
• Assess how analytical psychology can contribute to more pluralistic, inclusive, and
psychologically informed approaches to gender and identity.

Selected bibliography:
• Butler J. (1990) – Gender Trouble: Feminism and the Subversion of Identity.
• Wittig, M., (1969/2019) – Les Guerrilières. Les edition de minuit. edition életronique .
• Preciado B. (2014) – La pasiòn segùn Carol Rama – Carlo Aliprandi Editore Milano.
• Jung C.G. vol 9/1

Week 4: Saturday December 12, 2026 – Ruth Williams
8am-9:30am PT /11:00 – 12:30 PM ET/4:00 – 5:30 PM UTC

Telepathic communication between humans and the more-than-human world
This lecture reflects on interspecies communication using the framework of analytical psychology as well as drawing on the work of Rupert Sheldrake (Morphic Resonance), Ervin Laszlo (the Akashic field), David Bohm (Implicate Order), Michael Talbot (Holograms) and Borderland consciousness as conceptualized by Jerome Bernstein. Ethical, epistemological and therapeutic implications of recognizing animals as subjects endowed with psychic agency will be discussed, broadening the understanding of the clinical setting beyond an exclusively human-centered framework.

This lecture is an opportunity to touch on some ideas which many know intuitively and resonate with, but which have until now not been articulated in a thorough way in Jungian literature. The link between animals (and the more-than-human world in general) and humans is seen as operating via telepathy. We will look at the mechanisms which make this possible and how this connection can be deeply healing in a clinical context where animals in the consulting room can become a kind of auxiliary therapist, even keeping time to alert the therapist that the session time has been reached.

Learning Objectives:
• Analyze interdisciplinary perspectives and concepts that may offer new ways of
understanding the relationship between psyche, nature, and contemporary experience.
• Demonstrate greater awareness of the role of intuition in recognizing meaningful
connections between human experience and the natural world.
• Describe how nature may be understood as a source of psychological and symbolic
communication and assess the relevance of these perspectives in the context of the
current climate emergency.
• Apply greater confidence in recognizing and trusting intuitive responses when engaging with
ecological and environmental concerns.

Selected Bibliography
• Bernstein, J. (2005) Living in the Borderland: The evolution of consciousness and the
challenge of healing trauma. London and New York: Routledge
• Dossey, L. (2009) The Power of Premonitions: How Knowing the Future Can Shape Our
Lives. New York and London: Hay House.
• Leshan, L. (2003) The Medium, the Mystic, and the Physicist: Toward a General Theory of
the Paranormal. New York: Allworth Press.
• Macy, J.A. and Brown, M. (2014) Coming back to life. Gabriola Island, B.C.: New Society
Publishers.
• Merritt, D. (2021) “Think Big: Jung’s new age paradigm shift will have an ecological
framework” in Political Passions and Jungian Psychology: Social and Political Activism in
Analysis (Eds. Carta & Kiehl). London and New York: Routledge.
• Myers, A. (1997) Communicating with Animals: The Spiritual Connection Between People
and Animals. Lincolnwood (Chicago), Illinois: Contemporary Books.
• Radin, D. (2006) Entangled Minds; Extrasensory Experiences in a Quantum Reality. New
York and London: Paraview Pocket Books.
• Russack, N. (2002) Animal Guides: In Life, Myth and Dreams. Toronto: Inner City Books.
• Rust, M-J., (2020) Towards an Ecopsychotherapy. London: Confer Books.
• Wikelski, M. (2024) The Internet of Animals: Discovering the Collective Intelligence of Life
on Earth. Vancouver/Berkeley/London: Greystone Books.
• Williams, R (2026) Animal-Human Telepathic Connections: A Jungian Perspective. London
and New York: Routledge.
Week 5: Saturday January 16, 2027 – Stefano Carta
8am-9:30am PT /11:00 – 12:30 PM ET/4:00 – 5:30 PM UTC

Depression, the Shadow of Desire
If for Freud the melancholic patient’s Ego suffers from the fact that the shadow of the lost object is cast upon it, this article interprets depression as directly connected not to a specific lost object, but to the metabolism of desire. Depression is the shadow of desire. What we call depression is interpreted as a historical-anthropological transformation of what once was called melancholia. Thus, it is here considered as a culturally-bound syndrome whose roots are in the failure of the revolution against the breakdown of the Father figure, responsible for the catastrophes of the first half of the XIX century. The attempt to overcome the “Freudian” castrating Super-Egoic Father which imposes a sadistic morality and promotes something like a transgenerational identification with the aggressor to reach a higher ethical standard, the post-moder subject regressed towards the Great Mother. In so doing it became the tragic, narcissistic subject which, bound to post-capitalistic consumerism, feels the need to be constantly orally nourished and admired. This state of affairs has a profound anomic nature, as it promotes meaningless desires and, therefore, depression. Hence, the contemporary subject has lost, is not any “object”, but the progressive sense of ethical values that are not in the Great Mother’s domain, but in the Father’s domain.

Learning Objectives:
• Analyze the meaning of psychopathology beyond contemporary diagnostic and symptom-
based frameworks.
• Assess psychopathology as an expression of the Self rather than solely an Ego-related or
individual issue.
• Explain the relationship between psyche, culture, history, and intersubjective experience in
the formation of psychological symptoms.
• Discuss psychological symptoms as meaningful expressions of the psyche’s position
within the world.
• Use James Hillman’s perspective of psychopathology as a discourse of the Anima and as
an expression of perspective.
• Analyze depression and other forms of psychopathology (such as bulimia and bipolarity)
within broader psycho-historical and cultural contexts.
• Assess the hypothesis that contemporary depression may be linked to wider cultural
transformations, including the crisis of the Father archetype and the psychological
consequences of capitalism.
• Explain the importance of symbolic responses to collective and cultural crises.

Selected bibliography
• Berlant L. (2011) Cruel optimism. Duke University Press.
• Carta S. (2024). History, Paranoia, Fragmentation. Journal of Analytical Psychology, 2024,
69, 2, 1–21
• Csordas T. J. (1994). The Sacred Self: A Cultural Phenomenology of Charismatic Healing.
Berkeley: University of California Press.
• Merton, R.K. (1938). “Social Structure and Anomie. American Sociological Review. Vol. 3,
No. 5 (Oct., 1938), pp. 672-682.
• Klibansky, R., Panofsky, E., & Saxl, F. (1964). Saturn and Melancholy: Studies in the History
of Natural Philosophy, Religion, and Art. London: Thomas Nelson & Sons.
• Riesman, D., Denny, R., & Glazer, N. (1950). The lonely crowd; a study of the changing
American character. Yale University Press.
• Russell G. (1979). Bulimia nervosa: an ominous variant of anorexia nervosa. Psychol. Med.
Aug;9(3):429-48.

Week 6: Saturday January 30, 2027 – John Beebe
8am-9:30am PT /11:00 – 12:30 PM ET/4:00 – 5:30 PM UTC

A Neo-Jungian Approach to Crisis Intervention
Analytically oriented psychotherapists sometimes find themselves in a paradox: while supervision, seminars, and consultation are available to support their development, the immediacy of the clinical encounter demands responses before training can fully prepare them. The patient and their predicament are there from the start-urgent, complex, and unpredictable. Clinical situations frequently challenge the therapist in ways no supervisor can entirely anticipate.
This session will observe how the unconscious itself frames crises involving both complexes and archetypes. At times, a sensitivity to psychological types can expose the danger of the patient relying on less-developed types of consciousness. There seems to be a natural process of going into crisis and emerging from crisis that has strong analogies with how the unconscious structures the dreaming process.

Learning Objectives:
• Compare disintegrative and integrative forms of consciousness when applied to crisis
situations.
• Describe and assess archetypes of the unconscious that are at play in the crisis without
increasing the archetypes’ power to take possession of the client’s own judgment.

Bibliography:
Beebe, J. (2025) Psychiatric Treatment: Crisis, Clinic, and Consultation. Chiron Publications.

 

Week 7: Saturday February 6, 2027 – Elana Lakh
8am-10:30am PT /11:00 – 1:30 PM ET/4:00 – 6:30 PM UTC

Keys of Imagination, Keys of History
This experiential webinar examines the symbolic meaning of the key as an archetypal image of the threshold, mediating between conscious and unconscious realms. The key represents authority, transition, mystery, and transformation, reflecting the human desire for access – to knowledge, sacred spaces, and deeper layers of the Self. It embodies a dynamic tension between opposites – containment and release, prohibition and admission, repression and revelation – mirroring the psyche’s movement toward integration.

Within a Jungian framework, the key is associated with psychic processes. Locked spaces are related to defended or sacred areas of the psyche, containing trauma, shadow elements, or latent potential. Unlocking such spaces suggests access to these contents, which may reveal transformation, danger, or meaning. The relationship between key and lock evokes the meeting of inner and outer realities. In this sense, symptoms and symbolic expressions may function as “keys,” inviting interpretation.

Learning Objectives:
• Assess amplifications to the key symbol, in order to understand the possible uses of
symbolic keys in the individuation process.
• Apply an example of the way in which art materials and images can serve as keys to a
learning experience, and understand how the use of art can help with processing and
integrating an experience.

Selected bibliography:
Papers:
• Chodorow, J. (1997). Introduction. In: J. Chodorow (Ed), C. G. Jung on active imagination. (pp. 4-20). Princeton University Press.
• Campbell, J. (1949/1968). The Hero with a Thousand faces. Princeton University Press. The crossing of the first threshold (pp. 77- 89).
• Lakh, E. (2025). “Pictures from the unconscious” – Art making within Jungian analysis. The Arts in Psychotherapy, 95, 102318. https://doi.org/10.1016/j.aip.2025.102318
• Rowland, S. (2015). Jung, art and psychotherapy re-conceptualized by the symbol that joins us to the wildness of the universe. International Journal of Jungian Studies, 7:2, 81-93. https://doi.org/10.1080/19409052.2014.905487
• Schaverien J. (2005) Art, dreams and active imagination: A post‐Jungian approach to transference and the image. Journal of Analytical Psychology, 50, 127–153. https://doi.org/10.1111/j.0021-8774.2005.00519.x
Books:
• Jung, C. G. (1966). The spirit in man, art and literature. (R. F. C. Hull, Trans.). Princeton University Press.
• Jung, C.G. (1989). Memories, dreams, reflections. (R. & C. Winston, Trans.). Vintage Books.
• McNiff, S. (1992). Art as medicine: Creating a therapy of the imagination. Shambala.
• Swan-Foster, J. (2018). Jungian art therapy: A guide to dreams, images and analytical psychology. Routledge: Taylor & Francis Group

Week 8: Saturday February 27, 2027 – Henry Abramovitch
8am-9:30am PT /11:00 – 12:30 PM ET/4:00 – 5:30 PM UTC

Brothers and Sisters: Myth & Reality – The Role of Siblings in the Formation of Identity and the Process of Individuation
Our relations with our brothers and sisters continue to fascinate and disappoint us. In a profound sense, we all know what a sister or brother is supposed to be. The archetype is so accessible. Even solo children know what a real sister is, or how a true brother should act. This myth of sisters and brothers is true and profound. But the reality of sibling life is very different. The dynamics of envy, conflict, alienation and worse can complicate and corrupt that ideal bond. In the presentation, I use sibling stories in the Bible and from clinical examples to develop a new way of thinking about how and why siblings connect and clash. I tried to develop a new way of conceptualizing sister-brother dynamics and a new vocabulary for thinking about siblings. I also try to show why siblings, and sibling-like relationships, are crucial for the process of individuation itself.

Learning Objectives:
• Discuss the importance of sibling dynamics in identity formation especially in terms of
polarized identity, shadow siblings, replacement child syndrome etc.
• Assess the archetypal dimensions of sibling relations.
• Explain why relations between brothers and sisters is the central theme of Genesis.
• Analyze the clinical importance of sibling issues and within the transference-
countertransference matrix.

Selected bibliography:
• Abramovitch, Henry. (2025). Brothers and Sisters: Myth & Reality. Asheville, North Carolina: Chiron.
• Plomin, R. & Daniels, D. (1987). ‘Why are Children of the Same Family So Different from One Another.’ Behavioural & Brain Sciences 10: 1-60.
• Schellinski, Kristina. (2019). Individuation for Adult Replacement Children. Ways of Coming into Being.
• Stein, M. (1996). The Process of Envy and Sibling Rivalry in Myth and Religion. In
• Psyche and Family: Jungian Applications to Family Therapy. Dodson, L. & Gibson, T. (eds.). Wilmette, Illinois: Chiron.

 

Week 9: Saturday March 20, 2027 – Murray Stein
8am-9:30am PT /11:00 – 12:30 PM ET/4:00 – 5:30 PM UTC
***PLEASE CHECK THE TIME CHANGE IN THE US AND EUROPE

Individuation and Spirituality in the Context of Jungian Psychoanalysis
Individuation is a lifelong psychological and spiritual developmental process. In the context of Jungian psychoanalysis, the psychological and spiritual aspects of the process are combined naturally as the unconscious contents (complexes, shadow, anima/animus, archetypal images) emerge and are interpreted and integrated. This session will demonstrate this process as it takes place in clinical work.

Learning Objectives:
• Assess theoretical perspectives important for the analytical, in the service of individuation.
• Discuss individuation as emergence of the Self in stages; the prospective direction of the
unconscious.
• Compare practical issues regarding the interpretation of unconscious contents and
attitudes in analysis (reductive vs. synthetic).
• Analyze the Self as psychic wholeness (spirit and matter).

Selected bibliography:
• Jung, C.G. “The Psychology of the Transference.” Collected Works, vol. 16.
• — ”Problems of Modern Psychotherapy.” Collected Works, vol. 16.
• — “Individual Dream Symbolism in Relation to Alchemy.” Collected Works, vol. 12.
• — “A Study in the Process of Individuation.” Collected Works, vol. 9i.
• Stein, M. Individuation, Collected Writings, vol. 1.
• — The Practice of Jungian Psychoanalysis. Collected Writings, vol. 4;
• —Psychology and Spirituality, Collected Writings, vol. 8.
Week 10: Saturday April 10, 2027 – Tom Singer
8am-9:30am PT /11:00 – 12:30 PM ET/4:00 – 5:30 PM UTC

Cultural Complexes in Individuals and Groups
Cultural Complexes are naturally occurring psychological phenomena in the psyches of individuals and groups. This section of the course will focus on both the theory of cultural complexes as it has developed over the past two decades and also on examples of cultural complexes in individuals and groups.
Learning Objectives:
• Assess the ways cultural complexes emerge and operate within both individuals and
groups.
• List and analyze the defining characteristics of cultural complexes.
• Describe how cultural complexes manifest across different cultural contexts around the
world.
• Discuss the psychological and social impact of cultural complexes within contemporary
societies.

Selected Bibliography:
• Singer, T. (2025). A Field Guide to American Cultural Complexes: The Battleground of the Splintered American Psyche. Chiron
• Singer, T. (2002) “The Cultural Complex and Archetypal Defenses of the Collective Spirit: Baby Zeus, Elian Gonzales, Constantine’s Sword, and Other Holy Wars,” The San Francisco Library Journal, vol. 20, 4, pp. 4-28.
• Singer, T. (2003) “Cultural Complexes and Archetypal Defenses of the Group Spirit,” in J. Beebe (ed.) Terror, Violence and the Impulse to Destroy, Einsiedeln, Switzerland: Daimon Verlag, pp. 191-209.
• Singer, T. and Kimbles, S. (eds) (2004) The Cultural Complex: Contemporary Jungian Perspectives on Psyche and Society, London and New York: Brunner-Routledge.
• Singer, T. (2006) “Unconscious Forces Shaping International Conflicts: Archetypal Defenses from Revolutionary America to Confrontation in the Middle East,” The San Francisco Library Journal, vol. 25, no. 4, pp. 6-28.
• Singer, T. with C. Kaplinsky (2009) “The Cultural Complex” in M. Stein (ed.) Jungian Psychoanalysis, Chicago: Open Court.
• Singer, T. (2009) “A Jungian Approach to Understanding ‘Us vs Them’ Dynamics in Psychoanalysis, Culture and Society, Vol. 14, 32-40, Chicago, Open Court
• Singer, T. (2010) “Playing the Race Card: A Cultural Complex in Action” in G. Heuer (ed) Sacral Revolutions: Reflecting on the Work of Andrew Samuels Cutting Edges in Psychoanalysis and Jungian Analysis, London: Routledge

Week 11: Saturday April 24, 2027 – Luigi Zoja
8am-9:30am PT /11:00 – 12:30 PM ET/4:00 – 5:30 PM UTC

The Paranoid Style in World Politics: A Weapon of Mind Destruction in Myth and History, in Archetypes and Psychopathology from Sophocles to Trump
I will follow the history of paranoia, but above all the paranoia at work in history. While other forms of mental illness are far more immediate, such as the current plague of eating disorders, only paranoia can literally make history, as it did through Hitler and Stalin. It can take hold of events directly because, unlike the rest of pathology, it is contagious. Far from being individual, its dynamics are self-replicating, devouring entire societies. The leader loses control of it. Once infected, the collective unconscious – of which the leader is part – acquires an autonomous life and rolls control-less down the slope.

This fact stems from the rigid circularity of paranoia. Masquerading behind false logic, it is fatally attractive to simpler minds. It aims straight at its goal of destruction, and to the average person its impatience is far more seductive than any political, religious, or ideological discourse.
Formerly, paranoia relied on “spokesmen.” Modern mass communication requires further simplification and can easily be multiplied at low cost. It thus has endowed collective aggressiveness with an amplifying and even more self-feeding power.

Learning Objectives:
• Explain the historical development of paranoia and its role in shaping collective political and
social movements.
• Analyze the psychological and archetypal dynamics through which paranoia spreads within
groups and societies.
• Describe the relationship between collective unconscious processes, leadership, and
mass communication in the amplification of paranoid ideologies.
• Apply a critical understanding of collective pathologies in contemporary society in order to
recognize and help prevent destructive social dynamics.

Essential Bibliography:
• Zoja, L. Paranoia. The Madness that Makes History, Routledge
• Hofstadter, R. The Paranoid Style in American Politics and Other Essays, Harvard UP
• Bloch, M. Réflections d’un historien sur les fausses nouvelles de guerre, Revue de synthèse historique, 33
• Levi, P. Appendix to any edition of If this is a Man

Bibliography – Books in English:
Drugs, Addiction and Initiation, 1st ed. Boston: Sigo Press, 1989, 2d ed. Einsiedeln, CH: Daimon, 2000
Growth and Guilt, London and New York: Routledge, 1995
The Father, Routledge, 2001 (Gradiva Award 2001), second and updated edition 2018
The Global Nightmare. Jungian Perspectives on September 11, (ed.) Daimon, 2002; Cultivating the Soul, London: Free Association, 2005
Ethics and Analysis, College Station TX: A&M Texas University Press, 2007 (Gradiva Award 2008); Violence in History, Culture and the Psyche, New Orleans: Spring, 2009
Paranoia. The Madness that Makes History, London & New York, Routledge, 2017.

The list of LZ’s books in Italian and Spanish can be found in Wikipedia’s pages under the corresponding language.

Week 12: Saturday May 8, 2027 – Erik Goodwyn
8am-9:30am PT /11:00 – 12:30 PM ET/4:00 – 5:30 PM UTC

Clarifying the Concept of Archetype using Evolutionary Theory, Spontaneous Thought, and Embodied Cognition
The archetype is a fundamental element of analytical psychology, and yet there appears to be no clear consensus on exactly what the archetype is. In this section of “Contemporary Analytical Psychology and Neo-Jungian Studies”, we will explore the wide range of approaches to the definition of archetype, then go on to propose one which clarifies a number of ongoing conceptual tangles in this complex concept. By combining findings from spontaneous thought research, evolutionary science, including psycho-neuro-immunology and code biology, and embodied cognition research, a new definition of archetype emerges that is clear, clinically useful, and capable of empirical study and refinement, but without being reductive or oversimplifying Jung’s nuanced and rich concept.

Learning Objectives:
• List the four main ways in which the archetype has been defined.
• Compile the elements of spontaneous thought, evolutionary science, and embodied
cognition that bear on the concept of the archetype.
• Use the given definition that combines these factors clinically and effectively.
• Explain specific ways the definition of archetype can be studied empirically.

Selected Bibliography:
• Goodwyn, E. (2020). Archetypes and the ‘impoverished genome’ argument: updates from neurogenetics. Journal of Analytical Psychology Nov;65(5):911-931 doi:10.1111/1468-5922.12642.
• Goodwyn, E. (2021b). Bodies and minds, heaps and syllables. Synthese. 199: 8831-8855. https://doi.org/10.1007/s11229-021-03184-7.
• Goodwyn, E. (2021c). The origins of psyche: from experience to ontology. International Journal of Jungian Studies 1-20. https://doi.org/10.1163-19409060-bja10016.xml
• Goodwyn, E. (2022). Archetypes and clinical applications: how the genome responds to experience. Journal of Analytical Psychology 67(3): 838-859.
• Goodwyn, E. (2023a). Phenotypic plasticity and archetype: a response to common objections to the biological theory of archetype and instinct. Journal of Analytical Psychology 68(1): 109-132.
• Goodwyn, E. (2024a). The Body is the Collective Unconscious. Journal of Analytical Psychology. https://doi.org/10.1111/1468-5922.12998.
• Goodwyn, E. (2024b). Demystifying Jung’s “Archetypes” with Embodied Cognition. Psychodynamic Psychiatry. Sep;52(3):283-304. doi: 10.1521/pdps.2024.52.3.283..
• Goodwyn, E. (2024c). Understanding Spontaneous Symbolism in Psychotherapy using Embodied Thought. Behavioral Sciences 14(4), 319. https://doi.org/10.3390/bs14040319
• Goodwyn, E. (2024d). The Innate Story Code. Biosystems 244 (2024) 105285.

Week 13: Saturday May 29, 2027 – Jan Wiener
8am-9:30am PT /11:00 – 12:30 PM ET/4:00 – 5:30 PM UTC

The value of working ‘in’ and ‘with’ transference projections in clinical practice
Jung’s ambivalence about the role of transference and countertransference in work with patients was strong and has left a complicated legacy within the Jungian world with some people placing prime emphasis on the place of dreams and symbols in development and others viewing the therapeutic relationship, in particular, transference projections, as offering greater access to unconscious material dynamics. This session will focus on understanding the different kinds of transference projections that can be observed in work with patients and how to work with them. Transference operates unconsciously and is an archetypal process – it is always there – but we have choices as to whether and how to work with it. Transference cannot be considered without its corresponding unconscious impact on the therapist – the countertransference – and how this may be used.

Learning Objectives:
• Describe Jung’s ambivalent perspective on transference and countertransference and its
influence on different schools of Jungian thought.
• Assess and differentiate the various forms of transference projections that emerge within
the therapeutic relationship.
• Analyze the archetypal and unconscious dimensions of transference and
countertransference in analytical practice.
• Demonstrate clinical approaches for recognizing and working effectively with transference
and countertransference dynamics in psychotherapy.

Bibliography:
• Bollas, C. (2007) The Freudian Moment. London: Karnac (chapter on free association)
• Jung, C. G. (1946) ‘An account of the transference phenomena based on illustrations to the ‘’Rosarium Philosophorum’’. Collected Works Volume 16
• Schaverien, J. (2007) ‘Countertransference as active imagination: imaginative experiences of the analyst. Journal of Analytical Psychology, 52, 413-431
• Wiener, J. (2025) The therapeutic relationship: transference, countertransference and the making of meaning. Jungianeum. Published originally in 2029 by Texas A and M University Press.
• Winborn, M. (2019) Interpretation in Jungian Analysis. London: Routledge (Chapter 6)

Week 14: Saturday June 12, 2027 – Mark Winborn
8am-9:30am PT /11:00 – 12:30 PM ET/4:00 – 5:30 PM UTC

Interpretation in Jungian Analysis: Art and Technique
Analytic interpretation is fundamental to the process of psychoanalysis, Jungian analysis, and psychoanalytic psychotherapy. It is the medium by which our art form is transmitted. If the analytic vessel is thought of as our canvas, then our interpretations are the paints with which the depth psychologist participates with the patient in the creation of the painting. What one chooses to say in analysis, why one chooses it, how one says it, when one says it; these are the building blocks of the interpretive process and the focus of Interpretation in Jungian Analysis: Art and Technique. It is an important tool to develop proficiency with, but it can’t be used effectively if we don’t develop fluency with it.

Interpretation in Jungian Analysis will provide in-depth exploration of the process, including the history of analytic technique, the role of language in analytic therapy, the poetics and metaphor of interpretation, and the relationship between interpretation and the analytic attitude. In addition, the steps involved with the creation of clear, meaningful, and transformative interpretations are plainly outlined. Blending the deep understanding of archetype, symbol, and metaphor from the Jungian tradition with competency in psychoanalytic interpretative technique creates a powerful therapeutic amalgam.

Learning Objectives:
• Compare interpretive and non-interpretive interventions in therapy/analysis.
• Explain the origins of the interpretive process within the psychoanalytic world and apply
various levels of interpretation from a Jungian perspective, utilizing specific language in
creating effective, transformative interpretations.

Selected Readings:
• Winborn, Mark (2018). Interpretation in Jungian Analysis: Art and Technique. London: Routledge.
• Auld, Frank and Hyman, Marvin (2005). Resolution of Inner Conflict: An Introduction to Psychoanalytic Psychotherapy, Second Edition. Washington, DC: American Psychological Association.
• Dieckmann, Hans (1991). Methods in Analytical Psychology: An Introduction. Wilmette, IL: Chiron.
• Levy, Steven (1990). Principles of Interpretation. Northvale, NJ: Aronson.

 

Continuing Education Credit (CEC) Learning Objectives:
• Analyze the major classifications, schools, and key contributors within Jungian and post-Jungian thought, critically assessing frameworks for understanding contemporary analytical psychology and its theoretical, clinical, cultural, and social contributions.

• Assess the evolution and contemporary relevance of Jung’s intellectual legacy in relation to late twentieth-century movements and current issues including trauma, identity fragmentation, meaning crises, spirituality, and cultural transformation across psychotherapy, humanities, and culture.

• Assess the Jungian symbolism and psychological dynamics of Narcissus and Echo, including themes of singularity, isolation, and relational patterns.

• Analyze envy and its effects on the Self at both personal and cultural levels.

• Describe the concept of queerness within contemporary discourse, assess epistemic violence in gender discussions, and demonstrate awareness of how normative assumptions shape psychological and educational frameworks.

• Discuss the relationship between queerness and Jungian individuation and evaluate how analytical psychology can recognize and reduce epistemic violence while contributing to more pluralistic and inclusive approaches to gender and identity.

• Analyze interdisciplinary perspectives on the relationship between psyche, nature, and contemporary experience, and describe how nature functions as a source of psychological and symbolic communication, particularly in the context of the current climate emergency.

• Demonstrate greater awareness of the role of intuition in recognizing meaningful connections between human experience and the natural world and apply increased confidence in trusting intuitive responses when engaging with ecological and environmental concerns.

• Analyze the meaning of psychopathology beyond diagnostic frameworks by assessing it as an expression of the Self, explaining the relationship between psyche, culture, history, and intersubjective experience, and applying James Hillman’s perspective of psychopathology as a discourse of the Anima and expression of perspective.

• Analyze depression and other forms of psychopathology within broader psycho-historical and cultural contexts, assess their links to contemporary cultural transformations including the crisis of the Father archetype and psychological consequences of capitalism, and explain the importance of symbolic responses to collective and cultural crises.
• Compare disintegrative and integrative forms of consciousness when applied to crisis
situations.

• Describe and assess archetypes of the unconscious that are at play in the crisis without
increasing the archetypes’ power to take possession of the client’s own judgment.

• Assess amplifications to the key symbol, in order to understand the possible uses of
symbolic keys in the individuation process.

• Apply an example of the way in which art materials and images can serve as keys to a
learning experience, and demonstrate how the use of art can help with processing and
integrating an experience.

• Discuss the importance of sibling dynamics in identity formation, including polarized identity, shadow siblings, and replacement child syndrome, and assess the archetypal dimensions of sibling relations as exemplified in Genesis.

• Analyze the clinical importance of sibling issues within the transference-countertransference matrix and their significance in therapeutic work.

• Assess theoretical perspectives important for analysis in the service of individuation and discuss individuation as the emergence of the Self in stages through the prospective direction of the unconscious.

• Compare practical issues regarding the interpretation of unconscious contents and attitudes in analysis (reductive vs. synthetic) and analyze the Self as psychic wholeness encompassing spirit and matter.

• Assess how cultural complexes emerge and operate within individuals and groups, and list and analyze their defining characteristics.

• Describe how cultural complexes manifest across different cultural contexts around the world and discuss their psychological and social impact within contemporary societies.

• Explain the historical development of paranoia and its role in shaping collective political and social movements and analyze the psychological and archetypal dynamics through which paranoia spreads within groups and societies.

• Describe the relationship between collective unconscious processes, leadership, and mass communication in amplifying paranoid ideologies, and apply critical understanding of collective pathologies to recognize and help prevent destructive social dynamics in contemporary society.

• List the four main ways in which the archetype has been defined, and compile the elements of spontaneous thought, evolutionary science, and embodied cognition that bear on the concept of the archetype.

• Use the given definition that combines these factors clinically and effectively and explain specific ways the definition of archetype can be studied empirically.

• Describe Jung’s ambivalent perspective on transference and countertransference and its influence on different schools of Jungian thought and assess and differentiate the various forms of transference projections that emerge within the therapeutic relationship.

• Analyze the archetypal and unconscious dimensions of transference and countertransference in analytical practice and demonstrate clinical approaches for recognizing and working effectively with these dynamics in psychotherapy.

• Compare interpretive and non-interpretive interventions in therapy/analysis.

• Explain the origins of the interpretive process within the psychoanalytic world and apply
various levels of interpretation from a Jungian perspective, utilizing specific language in
creating effective, transformative interpretations.