Guide to Writing the Self-Study

Purpose of the Self-Study

The self-study is a rigorous and collaborative process through which an institute evaluates its compliance with the ABAP Standards for Accreditation (2024), identifies strengths and weaknesses, and develops plans for continuous improvement. It provides both a mechanism for institutional self-evaluation and a basis for external peer review by the Committee on Accreditation (COA) and the ABAP Board of Trustees.

Institutes should approach this process as an opportunity for organizational learning and strategic development. The self-study should be candid, evidence-based, and integrative, drawing upon feedback from faculty, administration, students, alumni, and governing boards.

Part I Narrative Overview (2 – 4 pages)

The overview introduces the Institute and summarizes major developments since the previous accreditation cycle, including institutional changes, leadership transitions, and educational innovations.

Describe how the self-study was conducted, who participated, and what process was followed. Summarize the program’s main conclusions, highlighting key areas of strength, growth, and continued development. 

In the Self-Study, describe the Institute’s status with each of the ten ABAP Standards and their sub-points. For each Standard include three subsections:

• Description – What exists in relation to the standard.
• Assessment – An evaluation of adequacy, strengths, and areas for improvement.
• Planning – Plans to address deficiencies and strengthen areas of compliance.

Part II Standards Subpoint Worksheet for Writing the Self-Study

The narrative is supported by documentation to be appended. Utilize the Standards Subpoint Worksheet for Writing the Self-Study to guide the compilation of documents for Part II. Support documents can be linked or uploaded to ABAP’s google drive via the Google form in your Institute Portal, but must be identified in title by the corresponding standard and document title (i.e.: 1.4.Organizational Chart).

Standard One: Mission, Organization, and Governance

Description

Describe how the institute’s mission and governance structure align with its psychoanalytic training objectives and ABAP’s expectations.

Standards:
1-1. The program seeking accreditation has a published mission statement that describes its goals for psychoanalytic training, is consistent with the overall institution’s mission statement, and is endorsed by the institution’s governing board.

1-2. The educational institution offering the program has legal authority to operate in its jurisdiction, whether through a charter, formal authority, or incorporation from a state Department of Education or other established component of a state or governmental agency. The program is in compliance with state, local, and federal, licensing, educational, and clinical practice requirements.

1-3. The program has been in existence for a minimum of two (2) years, is organized to train students in the practice of psychoanalysis and has demonstrated alignment with the accreditation standards.

1-4. The institution has a governing board, a president or chief executive officer, and other officers needed to carry out its functions.

1-5. The institution appoints certified psychoanalysts to leadership positions in the psychoanalytic training program.

1-6. The psychoanalytic training program has reasonable and sufficient autonomy within the institution, is in alignment with its mission statement, and has adequate representation of its policy- and decision-making bodies within the institution.

1-7. The governing board of the institution demonstrates sufficient independence to ensure it can act in the public’s best interest, including the following:

(a.) Board membership includes at least one public member. It is recommended that board membership include one public member for every six board members.

(b.) Board membership includes certified psychoanalysts.

(c.) The board maintains and upholds conflict-of-interest policies that protect against business, market enterprises, or other arrangements that might benefit private interests of officers, directors, board members, and other governors of the institution.

1-8. The composition of the board and its policy- and decision-making bodies reflects the areas of competence needed to fulfill its responsibilities, including appropriate legal, financial, and other relevant expertise.

1-9. The authority, responsibilities, and relationships among the governing board, program administration, program faculty, and staff are clearly described in the institution’s bylaws, or an equivalent document, and in an organizational chart that displays the working order of the institution.

1-10. The institution maintains a Corporate Care Policy that ensures the board, administration, staff, and faculty understand and fulfill their respective roles as set forth in official documents, job descriptions, and agreements and are provided with the appropriate resources to undertake their respective roles.

1-11. Board members act as trustees of the organization’s assets and exercise due diligence and oversight to ensure that the organization is well managed and that its financial situation remains sound.

1-12. The institution maintains adequate written affiliation and articulation agreements with other institutions that participate in the preparation of its candidates.

1-13. The institution maintains adequate risk management policies, including Directors and Officers insurance, worker’s compensation, and liability insurance.

Assessment

Evaluate the effectiveness of governance in supporting institutional integrity and mission fulfillment. Address the independence and expertise of the governing board, adequacy of bylaws and role definitions, and communication between governance and faculty.

Planning

Outline plans for improving governance, leadership development, and board diversity. Include timelines for any policy or bylaw updates.

Standard Two: Financial Resources

Description

Describe how the institute ensures sound fiscal management, stability, and transparency in the use of funds.

Standards:
2-1. The institution has adequate financial resources to carry out its operations and sustain programmatic quality going forward, as demonstrated by three years of financial statements that have been reviewed or audited by a certified public accountant, as well as a three-year projected operating budget.

2-2. Individuals responsible for administering the financial system at the institution or program are qualified by education and/or experience to carry out their fiduciary responsibilities.

 

Assessment

Evaluate the adequacy and stability of institutional finances, including trends in income, expenses, and reserves. Identify strengths, weaknesses, and long-term risks.

Planning

Summarize plans for improving financial sustainability, such as developing new revenue streams, enhancing fundraising, or strengthening internal controls.

Standard Three: Library Resources

Description

Describe how the institute provides students and faculty access to adequate, current psychoanalytic and related scholarly resources.

Standards:
3-1. The institution makes available to all students and faculty readily accessible and current library and information resources, including books, periodicals, reference materials, and electronic resources, which support the evolving instructional and research needs of the psychoanalytic training program.

Assessment

Evaluate sufficiency, currency, and accessibility of library holdings. Identify strengths, gaps, and usage patterns.

Planning

Outline plans for enhancing library access, digital collections, or partnerships with external libraries.

Standard Four: Physical and Technological Resources

Description

Describe the institute’s facilities, technology infrastructure, and systems for data and record management.

Standards:
4-1. The institution has adequate facilities, space, equipment, and technological resources to carry out its educational, clinical, and research programs.

4-2. The institution has mechanisms in place to effectively monitor and implement technological advances as needed to support program learning objectives and safeguard data.

Assessment

Evaluate the adequacy of facilities and technology to meet educational and administrative needs. Address safety, accessibility, and reliability.

Planning

Summarize short- and long-term plans for facility improvements, technology upgrades, and compliance with security standards.

Standard Five: Student Support Resources

Description

Describe how the institute provides effective academic, clinical, and personal support to students throughout their training.

Standards:
5-1. The institution provides sufficient student support services, such as academic advising, placement services for supervision, internships, or clinical work, and career guidance on the practice of psychoanalysis.

5-2. Personnel who advise students are knowledgeable of the program and graduation requirements, including curricular, supervisory and clinical components, as well as practice regulations for the local and other relevant jurisdictions.

5-3. Administrative and training personnel who have contact with students are trained to support and evaluate students on a regular basis relevant to their roles within the Institute.

Assessment

Evaluate the adequacy and accessibility of student support services, including advising, supervision, and grievance handling.

Planning

Outline improvements for advising systems, supervision processes, and other student services.

Standard Six: Training Program Personnel, Resources, and Corporate Care

Description

Describe the qualifications, responsibilities, and evaluation procedures for faculty, supervisors, and administrative staff. Explain how personnel resources and the Corporate Care Policy support institutional well-being.

Standards:
6-1. The program has sufficient faculty and supervisors, qualified by education and experience, to implement the instructional program to sustain academic quality.

6-2. The institution has sufficient administrative and support personnel to achieve program goals.

6-3. Faculty members teaching courses in theory and practice of psychoanalysis are certified psychoanalysts or highly qualified in a specific content area.

6-4. Faculty teaching clinical courses must be certified psychoanalysts.

6-5. Supervisors must be certified psychoanalysts with a minimum of three years of experience in the practice of psychoanalysis post certification and/or licensure and legally qualified to supervise in their jurisdiction.

6-6. The program has well-defined policies and procedures to recruit, appoint, evaluate, and promote faculty and supervisors, as appropriate.

6-7. The institution maintains up-to-date job descriptions for each training and administrative position. Contracts and/or letters of appointment based on the job description are executed for all personnel.

6-8. The institution employs a documented and systematic evaluation of training and administrative personnel based on their job descriptions.  These procedures include direct feedback gathered from relevant stakeholders about performance and allow for growth and development of instruction, and supervisory skills, or dismissal, when appropriately based on the guidelines and expectations.

6-9. Faculty and supervisors are afforded opportunities to have a substantive voice in matters of educational programs and other aspects of institutional policy that relate to their areas of responsibility and expertise.

Assessment

Evaluate the adequacy of personnel and institutional support for faculty, supervisors, and staff. Assess clarity of roles, evaluation procedures, and faculty development.

Planning

Outline plans to strengthen human resource systems, faculty development, and the implementation of the Corporate Care Policy.

Standard Seven: Public Disclosure and Institutional Integrity

Description

Describe how the institute ensures accuracy, transparency, and ethical integrity in all communications with students, faculty, and the public.

Standards:
7-1. The institution publishes accurate, clear, complete, and timely information about itself. Such information is readily accessible on the Institution’s website.

7-2. The institution publishes:

(a.) A program mission statement with a commitment to training psychoanalysts;

(b.) A description of the ownership, control, and type of legal organization of the institution; including a declaration of its corporate registration status.

(c.) The names and affiliations of members of its governing board, policy- and decision-making bodies, and principal administrative personnel;

(d.) The names and credentials of its faculty and supervisors;

(e.) An admissions policy and procedures;

(f.) A non-discrimination policy;

(g.) A description of the program(s) and the requirements for progression through various levels of training in the program(s) leading to graduation;

(h.) The procedures and criteria utilized in arriving at decisions regarding the advancement of candidates and graduation;

(i) The training curriculum;

(j.) A description of the educational and student support resources available;

(k.) Grievance and appeal policies and procedures for faculty, staff, and students for presenting grievances to the institution;

(l.) A tuition and fee schedule including refund policies;

(m.) A policy for academic credit transfer;

(n.) A records release policy;

(o.) A records retention policy;

(p.) A description of program delivery modalities (e.g. face-to-face, online, hybrid, synchronous, asynchronous);

(q.) All physical location(s) including the phone number(s) and email address(es) of the administrative and clinical offices;

(r.) A statement that the institute is fully compliant with local, state, and federal guidelines for education and clinical practices, and;

(s.) A statement that accreditation by the American Board for Accreditation in Psychoanalysis is eligible for all psychoanalytic programs within and not beyond US boundaries and territories.

7-3. The institution does not discriminate with regard to race, color, national origin, ethnic origin, gender, gender identity, sexual orientation, ability, age, religion, or employment status in any aspect of its psychoanalytic programs, including the selection and assignment of faculty and administrative staff, student admissions, class and field placement, and referral services.

7-4. The institution is guided by the federal Family Educational Rights and Privacy Act (FERPA), with respect to the release of information regarding a student and the student’s rights to inspect, review, and amend his or her record. The institution has policies regarding the kinds of information that will be included in the permanent record of students. The institution has policies regarding the release, retention, safety, security, and disposal of student records. Its information-retention and release policies respect the rights of individual privacy, the confidentiality of records, the best interests of students, the institution, including local jurisdiction, and applicable laws.

7-5. The institution understands and complies with legal requirements regarding medical records, e.g. Health Insurance Portability and Accountability Act (HIPAA) and is in compliance with the local jurisdiction.

7-6. The institution applies its standards, policies, and procedures fairly; its evaluations are conducted, and decisions rendered under conditions that ensure impartial and objective judgments.

7-7. The institution has published procedures for the review of complaints by faculty, staff, and students pertaining to its program and practices. Such procedures are adequate to treat complaints in a manner that is fair and equitable to the complainant as well as to the institution. The complaint procedures include an appeals process. Institutions and programs retain the records of all complaints and how they were adjudicated and make them available for inspection by site visitors in a way that respects the confidentiality and privacy of those involved.

7-8. The institution safeguards the rights of students in that:

(a.) Prior to any adverse action, a statement of the reason(s) for the action is provided.

(b.) A formal response to the adverse action, to be incorporated into the record, may be made by the student.

(c.) An appeal of the decision may be made by the student.

(d.) An impartial appeal procedure is published and includes the right to a hearing.

7-9. Changes in Requirements:

(a.) The institution provides advance notice of revised requirements to students and allows adequate opportunity for comment on the requirements, prior to adoption.

(b.) Continuously enrolled students are permitted to adhere to the requirements of the catalog under which they matriculated.

7-10. The program allows students to practice psychoanalysis for training purposes only under qualified supervision.

7-11. The institution maintains an equitable student tuition refund policy.

7-12. The institution maintains an equitable transfer of academic credit policy.

7-13. The institution maintains a records release and retention policy.

7-14. The institution graduates only students who meet its published requirements for graduation.

7-15. Faculty, trustees, administrators, and students of an accredited program are governed by a Code of Ethics that reflects best practices in the field of psychoanalysis represented by the NAAP Code of Ethics.

7-16. The institution has a contingency plan to assure that currently enrolled candidates will have an opportunity to complete their training should the program, for any reason, cease to function.

Assessment

Evaluate the accuracy and accessibility of published information and transparency in institutional practices. Assess how ethical standards are communicated and enforced.

Planning

Outline plans to strengthen communication practices, update website materials, and ensure continuing compliance with ethical and legal requirements.

Standard Eight: Education and Training Program

Description

Describe the psychoanalytic curriculum, clinical training, and requirements for personal psychoanalysis and supervision.

Standards:
8-1. Admission

(a.) The program’s admission policies and procedures are clear and consistent with its mission.

(b.) Admitted students are demonstrably qualified for advanced academic study; specifically, the program requires that students possess a master’s degree or higher from an accredited institution. The master’s degree must be completed before entering the clinical component of training.

(c.) Admitted students demonstrate their suitability for psychoanalytic training through interviews and other procedures determined by the program.

(d.) The institution conforms to the reporting and disclosure requirements as outlined in federal law.

8-2. The psychoanalytic training program is organized to prepare students to attain psychoanalytic competencies as represented by the ABAP Core Competencies and meets the following educational goals:

(a.) To understand the theory and practice of psychoanalysis through classroom instruction, case conferences, and seminars;

(b.) To engage in psychoanalytic self-awareness through a personal psychoanalysis;

(c.) To develop proficiency in the technique of psychoanalysis, including assessments, diagnosis, and treatment, through supervised clinical experience;

(d.) To cultivate and apply ethical standards of professional practice.

8-3. The program requires the student to complete the following requirements prior to graduation:

(a.) A minimum of thirty-six (36) credit hours (450 clock hours) of post-master’s level coursework in psychoanalytic studies. Typical coursework includes personality development; socio-cultural influences on growth and psychopathology; psychopathology, diagnosis, and treatment; practice techniques (including use of dreams and symbolic processes, work with resistance, transference, and countertransference); case seminars; clinical practica; professional development; and psychoanalytic research methodology.

(b.) A minimum of fifteen hundred (1,500) hours of clinical experience including the following:

(i) A personal psychoanalysis of a minimum of three hundred (300) hours with a certified psychoanalyst(s).

(ii) At least two hundred (200) hours of individual psychoanalytic supervision with a minimum of 3 psychoanalyst supervisors, of which at least fifty (50) hours shall be with one psychoanalyst supervisor working on one case, and at least fifty (50) hours shall be with a second psychoanalyst supervisor working on an additional one or more cases. The program requires that a supervisor may not have been and may not currently be one’s personal analyst.

(iii)At least one thousand (1000) hours of supervised clinical experience with a variety of patients within the full spectrum of psychological disorders, of which two hundred fifty (250) hours of experience may consist of group supervision, case conference supervision, and continuing clinical education experience.

8-4. The program includes evaluations of students at designated points throughout the training cycle that support incremental professional development with meaningful feedback to students at each stage. The evaluations and outcomes must be documented.

8-5. The program has policies and mechanisms in place to address situations in which a student does not meet program requirements and for terminating a student who fails to meet program requirements. These outcomes are reviewed by the administration and faculty for the purpose of program improvement by instituting curricular and programmatic changes.

8-6. The institution provides a means for comprehensive systematic self-evaluation of its requirements, curriculum, faculty, supervisors and other training personnel, standards, policies, and procedures, to determine how well it is meeting its stated educational outcomes.

8-7. The institution has a plan for program improvement that includes measures of student achievement, such as student progression, meeting learning objectives, graduation rates, licensure and certification rates, and other accomplishments.

8-8. The institution provides for student input for suggesting enhancements of its educational program.

8-9. The institution provides for student participation in accreditation self-studies and site visits of the institution.

Assessment

Evaluate the coherence and effectiveness of the curriculum, clinical training, and assessment procedures. Discuss student feedback, learning outcomes, and program review results.

Planning

Outline revisions or improvements to curriculum design, supervision processes, or competency-based evaluation systems.

Standard Nine: Distance Education

Description

Describe how the institute delivers psychoanalytic training through online or hybrid modalities while maintaining quality and compliance with ABAP Standards.

Standards:
9-1. ABAP recognizes that institutes may elect to provide distance psychoanalytic training. In that case, distance education meets all ABAP standards for all three components of the psychoanalytic training: coursework, supervised clinical experience, and personal analysis.

9-2. Distance education programs have established a policy and process for complying with local, state, and federal regulations for education and clinical practices and for establishing a student program participation agreement with out-of-state students prior to admission.

9-3. The program ensures that distance-learning students and in-person students receive the same quality of training.

9-4. Faculty, supervisors, and other training personnel are competent in distance learning pedagogical methods.

9-5. Faculty, supervisors, and other training personnel have resources available to maintain quality distance education modalities in the format(s) offered (e.g. face-to-face, online, hybrid, synchronous, asynchronous).

9-6. Distance training programs provide technology and IT support, including adequate training for personnel, for effective distance learning.

9-7. The program makes equivalent resources (e.g. library, registration, advisement) available to distance learners. The quality and quantity of the online resources is robust.

9-8. The program has clear policies and guidelines concerning the virtual clinical experience:

(a.) Program guidelines designate what proportion of the clinical experience must take place in person.

(b.) Program guidelines delineate the acceptable venues for virtual clinical experience—e.g., via telephone, video, or other technologies.

(c.) The program ensures that any virtual clinical experience adheres to HIPAA guidelines.

(d.) The program ensures that any virtual clinical experience adheres to local, state, and federal regulations for clinical practice.

Assessment

Evaluate the quality and consistency of distance education relative to on-site instruction. Assess accessibility, technological adequacy, and student outcomes.

Planning

Outline strategies to strengthen online teaching, supervision, and regulatory compliance.

Standard Ten: Equity and Inclusion

Description

Describe the institute’s commitment to diversity, equity, inclusion, and belonging in governance, faculty composition, curriculum, and student experience.

Standards:
10-1. The institution employs policies and practices that reflect contemporary understanding of issues that impact diversity, equity, and inclusion within institute organization and governance as they impact students, faculty, and staff.

10-2. The institution critically evaluates historical biases related to diversity, equity, and inclusion in the field of psychoanalysis and within its institution.

10-3. The institution actively encourages an open environment for feedback from students, faculty, and supervisors related to diversity, equity, and inclusion in its goals for program and institutional improvement.

10-4. The institution upholds processes that support efforts to reconcile unanticipated consequences of integrating equity and inclusion measures.

Assessment

Evaluate the effectiveness of current DEI initiatives and identify areas for improvement in representation, training, and organizational culture.

Planning

Outline short- and long-term plans for advancing equity and inclusion within all institutional structures and educational programs.

Summary List of Supporting Documents

The following list summarizes the types of documents typically included with a Self-Study submission. This list is illustrative, not exhaustive. Additional materials may be required by the Committee on Accreditation or the site visit team.

☐ Self-Study Cover Sheet

☐ Part I Narrative

☐ Part II Standards Subpoint Worksheet for Writing the Self Study with Public Disclosure Checklist

☐ Supporting Documents

Standards Sub Points Worksheet for Writing the Self Study

Supplement to the Guide to Writing the Self-Study

Download Here: 2026 Standards Subpoint Worksheet for Writing the Self-Study

This worksheet serves as guidance for addressing the Sub Points when writing the self-study. It can be used as guidance for a comprehensive document that includes both 1. the overview (Description, Assessment, and Planning for each Standard) and 2. details about each subpoint or this form itself, when completed, can be submitted in addition to the overview. The supporting documents can be linked in the right-hand column but also must be uploaded to ABAP’s drive folder for the self-study. Note that all supporting documents must be coded with the standard and subpoint and the name of the document (i.e.: 1.2. Article of Incorporation, etc.). If the same document is applied to several subpoints, it must either be repeated (i.e. 5.1. Program Catalog; 5.2 Program Catalog) or referred to in the later subpoint (5.1. Program Catalog; 5.2. Program Catalog see 5.1).

In addition to supporting documents, the site visit team will conduct on site interviews with the stakeholder groups and tours or observe courses as evidence of compliance with each subpoint.

2024 Standards:

Standard One: Mission, Organization, and Governance
1-1. The program seeking accreditation has a published mission statement that describes its goals for psychoanalytic training, is consistent with the overall institution’s mission statement, and is endorsed by the institution’s governing board.
Narrative:	Supporting Document(s) or Evidence: Mission Statement(s) and evidence of dissemination/Public Disclosure
1-2. The educational institution offering the program has legal authority to operate in its jurisdiction, whether through a charter, formal authority, or incorporation from a state Department of Education, or other established component of a state or governmental agency. The program is in compliance with state, local, and federal, licensing, educational, and clinical practice requirements.
Narrative:	Supporting Document(s) or Evidence: Article of incorporation and Amendment, charter, or the equivalent
1-3. The program has been in existence for a minimum of two (2) years, is organized to train students in the practice of psychoanalysis and has demonstrated alignment with the accreditation standards.
Narrative of the History:	Supporting Document(s) or Evidence: Historical Documents
1-4. The institution has a governing board, a president or chief executive officer, and other officers needed to carry out its functions.
Narrative:	Supporting Document(s) or Evidence: Organizational chart listing all positions related to training program with names; Resumes of members of the governing Board
1-5. The institution appoints certified psychoanalysts to leadership positions in the psychoanalytic training program.
Narrative:	Supporting Document(s) or Evidence: List of Boards and Committees, membership of each group with members’ credentials. Indication of what members are certified psychoanalysts, meeting minutes
1-6. The psychoanalytic training program has reasonable and sufficient autonomy within the institution, is in alignment with its mission statement, and has adequate representation of its policy- and decision-making bodies within the institution.
Narrative:	Supporting Document(s) or Evidence: Training Committee or the like with list of membership, members’ credentials, Program Catalog; Sample meeting minutes
1-7. The governing board of the institution demonstrates sufficient independence to ensure it can act in the public’s best interest, including the following: (a.) Board membership includes at least one public member. It is recommended that board membership include one public member for every six board members. (b.) Board membership includes certified psychoanalysts. (c.) The board maintains and upholds conflict-of-interest policies that protect against business, market enterprises, or other arrangements that might benefit private interests of officers, directors, board members, and other governors of the institution.
Narrative:	Supporting Document(s) or Evidence: a.     Board membership list with indication of who serves as a public member b.     Board membership list with indication of who holds a certification as a psychoanalyst c.      Conflict of Interest Policy
1-8. The composition of the board and its policy- and decision-making bodies reflects the areas of competence needed to fulfill its responsibilities, including appropriate legal, financial, and other relevant expertise.
Narrative:	Supporting Document(s) or Evidence: Board membership list with indication of expertise in the legal, financial, and other relevant competencies
1-9. The authority, responsibilities, and relationships among the governing board, program administration, program faculty, and staff are clearly described in the institution’s bylaws, or an equivalent document, and in an organizational chart that displays the working order of the institution.
Narrative:	Supporting Document(s) or Evidence: Board Bylaws; Organizational chart with positions and names
1-10. The institution maintains a Corporate Care Policy that ensures the board, administration, staff, and faculty understand and fulfill their respective roles as set forth in official documents, job descriptions, and agreements and are provided with the appropriate resources to undertake their respective roles.
Narrative:	Supporting Document(s) or Evidence: Job descriptions, signed agreements and resumes for all board members, administrators, staff, and faculty
1-11. Board members act as trustees of the organization’s assets and exercise due diligence and oversight to ensure that the organization is well managed and that its financial situation remains sound.
Narrative:	Supporting Document(s) or Evidence: Board Meeting Minutes with financial reporting
1-12. The institution maintains adequate written affiliation and articulation agreements with other institutions that participate in the preparation of its candidates.
Narrative:	Supporting Document(s) or Evidence: Affiliation and Articulation Agreements for any Institution or agent involved in the training program that is not administrated by the Institute
1-13. The institution maintains adequate risk management policies, including Directors and Officers insurance, worker’s compensation, and liability insurance.
Narrative:	Supporting Document(s) or Evidence: Certificates of Insurance for 1. Directors’ and Officers’ Insurance, 2. Workman’s compensation, 3. Liability Insurance
Standard Two: Financial Resources
2-1. The institution has adequate financial resources to carry out its operations and sustain programmatic quality going forward, as demonstrated by three years of financial statements that have been reviewed or audited by a certified public accountant, as well as a three-year projected operating budget.
Narrative:	Supporting Document(s) or Evidence: Three years of financial statements reviewed or audited by a certified public accountant; three-year projected operating budget; current year’s budget
2-2. Individuals responsible for administering the financial system at the institution or program are qualified by education and/or experience to carry out their fiduciary responsibilities.
Narrative:	Supporting Document(s) or Evidence: Names of the Finance Committee members with credentials, roles and resumes
Standard Three: Library Resources
3-1. The institution makes available to all students and faculty readily accessible and current library and information resources, including books, periodicals, reference materials, and electronic resources, which support the evolving instructional and research needs of the psychoanalytic training program.
Narrative:	Supporting Document(s) or Evidence: Any affiliation agreements for library resources, electronic, subscriptions, members of the library committee with names and roles, library budget for current year
Standard Four: Physical and Technological Resources
4-1. The institution has adequate facilities, space, equipment, and technological resources to carry out its educational, clinical, and research programs.
Narrative:	Supporting Document(s) or Evidence: Inventories or Floor plans if available
4-2. The institution has mechanisms in place to effectively monitor and implement technological advances as needed to support program learning objectives and safeguard data.
Narrative:	Supporting Document(s) or Evidence: Trainings, surveys, committee work, program evaluation, or the like
Standard Five: Student Support Resources
5-1. The institution provides sufficient student support services, such as academic advising, placement services for supervision, internships, or clinical work, and career guidance on the practice of psychoanalysis.
Narrative:	Supporting Document(s) or Evidence: Catalog and/or manuals
5-2. Personnel who advise students are knowledgeable of the program and graduation requirements, including curricular, supervisory and clinical components, as well as practice regulations for the local and other relevant jurisdictions.
Narrative:	Supporting Document(s) or Evidence: Catalog or manuals with policies, advisement materials, forms, disclosure forms, and/or manuals
5-3. Administrative and training personnel who have contact with students are trained to support and evaluate students on a regular basis relevant to their roles within the Institute.
Narrative:	Supporting Document(s) or Evidence: Committee descriptions, Meeting minutes
Standard Six: Training Program Personnel, Resources, and Corporate Care
6-1. The program has sufficient faculty and supervisors, qualified by education and experience, to implement the instructional program to sustain academic quality.
Narrative:	Supporting Document(s) or Evidence: List of faculty members and supervisors with credentials, Faculty and supervisor resumes; Course schedules for past three years
6-2. The institution has sufficient administrative and support personnel to achieve program goals.
Narrative:	Supporting Document(s) or Evidence: Organizational chart with positions and names. List of names with credentials.
6-3. Faculty members teaching courses in theory and practice of psychoanalysis are certified psychoanalysts or highly qualified in a specific content area.
Narrative:	Supporting Document(s) or Evidence: List of names with credentials for each faculty member teaching in theory and practice of psychoanalysis.
6-4. Faculty teaching clinical courses must be certified psychoanalysts.
Narrative:	Supporting Document(s) or Evidence: List of names with credentials for each faculty member teaching clinical courses.
6-5. Supervisors must be certified psychoanalysts with a minimum of three years of experience in the practice of psychoanalysis post-certification and/or licensure and legally qualified to supervise in their jurisdiction.
Narrative:	Supporting Document(s) or Evidence: List of supervisors’ names with credentials, number of years of experience in the practice of psychoanalysis post-certification, and national and state credentials
6-6. The program has well-defined policies and procedures to recruit, appoint, evaluate, and promote faculty and supervisors, as appropriate.
Narrative:	Supporting Document(s) or Evidence: Faculty Handbook
6-7. The institution maintains up-to-date job descriptions for each training and administrative position. Contracts and/or letters of appointment based on the job description are executed for all personnel.
Narrative:	Supporting Document(s) or Evidence: Job description for all positions related to training and administration, Up to date and signed contracts and letters of appointment.
6-8. The institution employs a documented and systematic evaluation of training and administrative personnel based on their job descriptions. These procedures include direct feedback gathered from relevant stakeholders about performance and allow for growth and development of instruction, and supervisory skills, or dismissal, when appropriately based on the guidelines and expectations.
Narrative:	Supporting Document(s) or Evidence: Faculty and Employee Handbook with policy for performance evaluation. Written policy on procedures for feedback, growth, or dismissal.
6-9. Faculty and supervisors are afforded opportunities to have a substantive voice in matters of educational programs and other aspects of institutional policy that relate to their areas of responsibility and expertise.
Narrative:	Supporting Document(s) or Evidence: Policy and meeting minutes for faculty and supervisors feedback in educational program and institutional policies in areas of responsibility and expertise.
Standard Seven: Public Disclosure and Institutional Integrity
7-1. The institution publishes accurate, clear, complete, and timely information about itself. Such information is readily accessible on the Institution’s website.
Narrative:	Supporting Document(s) or Evidence: Link to website
7-2. The institution publishes: (a.) A program mission statement with a commitment to training psychoanalysts; (b.) A description of the ownership, control, and type of legal organization of the institution; including a declaration of its corporate registration status. (c.) The names and affiliations of members of its governing board, policy- and decision-making bodies, and principal administrative personnel; (d.) The names and credentials of its faculty and supervisors; (e.) An admissions policy and procedures; (f.) A non-discrimination policy; (g.) A description of the program(s) and the requirements for progression through various levels of training in the program(s) leading to graduation; (h.) The procedures and criteria utilized in arriving at decisions regarding the advancement of candidates and graduation; (i) The training curriculum; (j.) A description of the educational and student support resources available; (k.) Grievance and appeal policies and procedures for faculty, staff, and students for presenting grievances to the institution; (l.) A tuition and fee schedule including refund policies; (m.) A policy for academic credit transfer; (n.) A records release policy; (o.) A records retention policy; (p.) A description of program delivery modalities (e.g. face-to-face, online, hybrid, synchronous, asynchronous); (q.) All physical location(s) including the phone number(s) and email address(es) of the administrative and clinical offices; (r.) A statement that the institute is fully compliant with local, state, and federal guidelines for education and clinical practices, and; (s.) A statement that accreditation by the American Board for Accreditation in Psychoanalysis is eligible for all psychoanalytic programs within and not beyond US boundaries and territories.
Narrative:	Supporting Document(s) or Evidence: ABAP’s public disclosure checklist
7-3. The institution does not discriminate with regard to race, color, national origin, ethnic origin, gender, gender identity, sexual orientation, ability, age, religion, or employment status in any aspect of its psychoanalytic programs, including the selection and assignment of faculty and administrative staff, student admissions, class and field placement, and referral services.
Narrative:	Supporting Document(s) or Evidence: Link to Non-discrimination statement on website
7-4. The institution is guided by the federal Family Educational Rights and Privacy Act (FERPA), with respect to the release of information regarding a student and the student’s rights to inspect, review, and amend his or her record. The institution has policies regarding the kinds of information that will be included in the permanent record of students. The institution has policies regarding the release, retention, safety, security, and disposal of student records. Its information-retention and release policies respect the rights of individual privacy, the confidentiality of records, the best interests of students, the institution, including local jurisdiction, and applicable laws.
Narrative:	Supporting Document(s) or Evidence: Student Handbook policies, Electronic Records Agreements
7-5. The institution understands and complies with legal requirements regarding medical records, e.g. Health Insurance Portability and Accountability Act (HIPAA) and is in compliance with the local jurisdiction.
Narrative:	Supporting Document(s) or Evidence: Manual and Handbook policies, Electronic Records Agreements, Forms, Disclosure and consent forms
7-6. The institution applies its standards, policies, and procedures fairly; its evaluations are conducted, and decisions rendered under conditions that ensure impartial and objective judgments.
Narrative:	Supporting Document(s) or Evidence: Grievance procedures and policies; Grievance records
7-7. The institution has published procedures for the review of complaints by faculty, staff, and students pertaining to its program and practices. Such procedures are adequate to treat complaints in a manner that is fair and equitable to the complainant as well as to the institution. The complaint procedures include an appeals process. Institutions and programs retain the records of all complaints and how they were adjudicated and make them available for inspection by site visitors in a way that respects the confidentiality and privacy of those involved.
Narrative:	Supporting Document(s) or Evidence: Grievance procedures and policies; Grievance records
7-8. The institution safeguards the rights of students in that: (a.) Prior to any adverse action, a statement of the reason(s) for the action is provided. (b.) A formal response to the adverse action, to be incorporated into the record, may be made by the student. (c.) An appeal of the decision may be made by the student. (d.) An impartial appeal procedure is published and includes the right to a hearing.
Narrative:	Supporting Document(s) or Evidence: Grievance procedures and policies; Grievance records
7-9. Changes in Requirements: (a.) The institution provides advance notice of revised requirements to students and allows adequate opportunity for comment on the requirements, prior to adoption. (b.) Continuously enrolled students are permitted to adhere to the requirements of the catalog under which they matriculated.
Narrative:	Supporting Document(s) or Evidence: Meeting minutes, correspondence
7-10. The program allows students to practice psychoanalysis for training purposes only under qualified supervision.
Narrative:	Supporting Document(s) or Evidence: Handbook and Manuals
7-11. The institution maintains an equitable student tuition refund policy.
Narrative:	Supporting Document(s) or Evidence: Registration Forms, Handbook and Manuals where disclosed
7-12. The institution maintains an equitable transfer of academic credit policy.
Narrative:	Supporting Document(s) or Evidence: Handbook and Manuals where disclosed, Policy and Procedure described, Sample documents
7-13. The institution maintains a records release and retention policy.
Narrative:	Supporting Document(s) or Evidence: Handbook and Manuals where disclosed, Policy and Procedure described, Sample documents
7-14. The institution graduates only students who meet its published requirements for graduation.
Narrative:	Supporting Document(s) or Evidence: Published graduation requirements; Graduation reviews
7-15. Faculty, trustees, administrators, and students of an accredited program are governed by a Code of Ethics that reflects best practices in the field of psychoanalysis represented by the NAAP Code of Ethics.
Narrative:	Supporting Document(s) or Evidence: Institutional policy and location, Curriculum
7-16. The institution has a contingency plan to assure that currently enrolled candidates will have an opportunity to complete their training should the program, for any reason, cease to function.
Narrative:	Supporting Document(s) or Evidence: Institutional plan
Standard Eight: Education and Training Program
8-1. Admission (a.) The program’s admission policies and procedures are clear and consistent with its mission. (b.) Admitted students are demonstrably qualified for advanced academic study; specifically, the program requires that students possess a master’s degree or higher from an accredited institution. The master’s degree must be completed before entering the clinical component of training. (c.) Admitted students demonstrate their suitability for psychoanalytic training through interviews and other procedures determined by the program. (d.) The institution conforms to the reporting and disclosure requirements as outlined in federal law.
Narrative:	Supporting Document(s) or Evidence: Program Catalog with policies, Sample admissions documents and forms, student records
8-2. The psychoanalytic training program is organized to prepare students to attain psychoanalytic competencies as represented by the ABAP Core Competencies and meets the following educational goals: (a.) To understand the theory and practice of psychoanalysis through classroom instruction, case conferences, and seminars; (b.) To engage in psychoanalytic self-awareness through a personal psychoanalysis; (c.) To develop proficiency in the technique of psychoanalysis, including assessments, diagnosis, and treatment, through supervised clinical experience; (d.) To cultivate and apply ethical standards of professional practice.
Narrative:	Supporting Document(s) or Evidence: Curriculum, Course Descriptions, Sample Syllabi (at least 30% of full curriculum in a variety of areas such as theory, clinical, etc. )
8-3. The program requires the student to complete the following requirements prior to graduation: (a.) A minimum of thirty-six (36) credit hours (450 clock hours) of post-master’s level coursework in psychoanalytic studies. Typical coursework includes personality development; socio-cultural influences on growth and psychopathology; psychopathology, diagnosis, and treatment; practice techniques (including use of dreams and symbolic processes, work with resistance, transference, and countertransference); case seminars; clinical practica; professional development; and psychoanalytic research methodology. (b.) A minimum of fifteen hundred (1,500) hours of clinical experience including the following: (i) A personal psychoanalysis of a minimum of three hundred (300) hours with a certified psychoanalyst(s). (ii) At least two hundred (200) hours of individual psychoanalytic supervision with a minimum of 3 psychoanalyst supervisors, of which at least fifty (50) hours shall be with one psychoanalyst supervisor working on one case, and at least fifty (50) hours shall be with a second psychoanalyst supervisor working on an additional one or more cases. The program requires that a supervisor may not have been and may not currently be one’s personal analyst. (iii) At least one thousand (1000) hours of supervised clinical experience with a variety of patients within the full spectrum of psychological disorders, of which two hundred fifty (250) hours of experience may consist of group supervision, case conference supervision, and continuing clinical education experience.
Narrative:	Supporting Document(s) or Evidence: Program Catalog, Curriculum, Sample documents and forms, student records
8-4. The program includes evaluations of students at designated points throughout the training cycle that support incremental professional development with meaningful feedback to students at each stage. The evaluations and outcomes must be documented.
Narrative:	Supporting Document(s) or Evidence: Program Catalog with policies and procedures for benchmarks with scaffolding, Sample evaluation documents and forms, student records, advisement and documentation of student feedback loop
8-5. The program has policies and mechanisms in place to address situations in which a student does not meet program requirements and for terminating a student who fails to meet program requirements. These outcomes are reviewed by the administration and faculty for the purpose of program improvement by instituting curricular and programmatic changes.
Narrative:	Supporting Document(s) or Evidence: Student Handbook, Meeting minutes, Program Evaluation Plan with data outcomes and evidence of implementation of programmatic changes.
8-6. The institution provides a means for comprehensive systematic self-evaluation of its requirements, curriculum, faculty, supervisors and other training personnel, standards, policies, and procedures, to determine how well it is meeting its stated educational outcomes.
Narrative:	Supporting Document(s) or Evidence: At least bi-annual Self-evaluation report that includes a qualitative and/or quantitative assessment of requirements, curriculum, faculty, supervisors, other training personnel, policies and procedures, and educational outcomes. Identification of programmatic changes initiated based on outcomes of the Self-Evaluation.
8-7. The institution has a plan for program improvement that includes measures of student achievement, such as student progression, meeting learning objectives, graduation rates, licensure and certification rates, and other accomplishments.
Narrative:	Supporting Document(s) or Evidence: Documentation of graduation rates, licensure rates, certification rates and other accomplishments of student and graduate achievements. Examples of programmatic changes based on any findings.
8-8. The institution provides for student input for suggesting enhancements of its educational program.
Narrative:	Supporting Document(s) or Evidence: Documentation of qualitative or quantitative data from students regarding the program’s evaluation. Examples of programmatic changes based on any findings.
8-9. The institution provides for student participation in accreditation self-studies and site visits of the institution.
Narrative:	Supporting Document(s) or Evidence: Students participate in on site interviews and serve in committee work where appropriate.
Standard Nine: Distance Education
9-1. ABAP recognizes that institutes may elect to provide distance psychoanalytic training. In that case, distance education meets all ABAP standards for all three components of the psychoanalytic training: coursework, supervised clinical experience, and personal analysis.
Narrative:	Supporting Document(s) or Evidence: Catalog, Manuals and Handbooks address distance learning if offered.
9-2. Distance education programs have established a policy and process for complying with local, state, and federal regulations for education and clinical practices and for establishing a student program participation agreement with out-of-state students prior to admission.
Narrative:	Supporting Document(s) or Evidence: Catalog, Manuals and Handbooks address distance learning if offered. Policies for vetting compliance, signed Program participation agreements, Admission documents
9-3. The program ensures that distance-learning students and in-person students receive the same quality of training.
Narrative:	Supporting Document(s) or Evidence: Catalog, Manuals and Handbooks address distance learning if offered. Policies for vetting compliance, signed Program participation agreements.
9-4. Faculty, supervisors, and other training personnel are competent in distance learning pedagogical methods.
Narrative:	Supporting Document(s) or Evidence: Faculty training materials, Meeting Minutes, or Program evaluation outcomes.
9-5. Faculty, supervisors, and other training personnel have resources available to maintain quality distance education modalities in the format(s) offered (e.g. face-to-face, online, hybrid, synchronous, asynchronous).
Narrative:	Supporting Document(s) or Evidence: Faculty and supervisor training materials, Meeting Minutes, or Program evaluation outcomes.
9-6. Distance training programs provide technology and IT support, including adequate training for personnel, for effective distance learning.
Narrative:	Supporting Document(s) or Evidence: Faculty training materials, Meeting Minutes, or Program evaluation outcomes.
9-7. The program makes equivalent resources (e.g. library, registration, advisement) available to distance learners. The quality and quantity of the online resources is robust.
Narrative:	Supporting Document(s) or Evidence: Electronic subscriptions, Databases, Electronic forms, and records
9-8. The program has clear policies and guidelines concerning the virtual clinical experience: (a.) Program guidelines designate what proportion of the clinical experience must take place in person. (b.) Program guidelines delineate the acceptable venues for virtual clinical experience—e.g., via telephone, video, or other technologies. (c.) The program ensures that any virtual clinical experience adheres to HIPAA guidelines. (d.) The program ensures that any virtual clinical experience adheres to local, state, and federal regulations for clinical practice.
Narrative:	Supporting Document(s) or Evidence: Catalog, Manuals and Handbooks address distance learning if offered. Policies for vetting compliance, signed Program participation agreements.
Standard Ten: Equity and Inclusion
10-1. The institution employs policies and practices that reflect contemporary understanding of issues that impact diversity, equity, and inclusion within institute organization and governance as they impact students, faculty, and staff.
Narrative:	Supporting Document(s) or Evidence: Policies and procedures; Issue specific activities.
10-2. The institution critically evaluates historical biases related to diversity, equity, and inclusion in the field of psychoanalysis and within its institution.
Narrative:	Supporting Document(s) or Evidence: Policies and procedures; Issue specific activities.
10-3. The institution actively encourages an open environment for feedback from students, faculty, and supervisors related to diversity, equity, and inclusion in its goals for program and institutional improvement.
Narrative:	Supporting Document(s) or Evidence: Policies and procedures; Issue specific activities.
10-4. The institution upholds processes that support efforts to reconcile unanticipated consequences of integrating equity and inclusion measures.
Narrative:	Supporting Document(s) or Evidence: Policies and procedures; Issue specific activities.