Theoretical study
Reading and discussion of Freud, Lacan and the authors who came after. In the tripod, in the institution's seminars; in the Alma Enlevo Method, in 720 hours and 24 modules, with assessment.
The psychoanalytic tripod is the traditional training model of psychoanalytic associations: theoretical study, personal analysis and supervision, carried out over years and validated by the institution. The Alma Enlevo Method, from Academia Enlevo, keeps study mandatory and assessed (720 hours, final assessments and final paper (TCC)), organizes learning into moments of focus and of elaboration (the focused and diffuse modes) and gives back to the student the choice of analyst, supervisor and pace.
This page explains where the tripod comes from, where this model weighs on those who want to train today, what the science of learning shows about the focused and diffuse modes, how the campus resources apply this principle and what it means, in psychoanalysis, to authorize oneself as a psychoanalyst.
Reading and discussion of Freud, Lacan and the authors who came after. In the tripod, in the institution's seminars; in the Alma Enlevo Method, in 720 hours and 24 modules, with assessment.
The future psychoanalyst undergoes analysis to know their own unconscious. In the tripod, with an analyst accredited by the institution; in the Alma Enlevo Method, recommended, with the analyst the student chooses.
The first sessions with patients are discussed with a more experienced psychoanalyst. In the tripod, with a supervisor from the institution; in the Alma Enlevo Method, recommended for those starting to see patients, with free choice.
The tripod was born at the Berlin Psychoanalytic Polyclinic, opened in 1920 and later turned into the Berlin Psychoanalytic Institute, and became known as the Eitingon model, after Max Eitingon, who organized it. In 1925, the International Psychoanalytical Association (IPA) created a training commission and began adopting this model as the standard for its societies.
Since then, the tripod has organized training in the associations: the candidate undergoes years of personal analysis with an analyst from the institution itself, sees patients under the supervision of accredited members and attends the theoretical seminars. It is the institution that decides when they are ready.
The model has trained generations of psychoanalysts and remains legitimate for those who choose this path. But it is an institutional tradition, not a rule of psychoanalysis nor a requirement of the law. Freud himself, in The Question of Lay Analysis (1926), argued that psychoanalysis should not be reserved for a single profession.
For those who want to train today, the traditional model has three points that need to be known before choosing:
Analysis and supervision sessions are paid separately, over years, in addition to the seminars. The total cost depends on how long the training lasts, and for that reason it is not known in advance.
The path usually takes years and has no defined deadline: it is the institution that assesses when each stage is completed. The pace of the person studying counts for little.
The student does not freely choose the analyst or the supervisor and does not decide when they are ready to see patients. The authorization to practice comes from outside, from the association itself.
None of these points makes the tripod wrong. They show why many people, especially working adults, look for a model with a known cost, a defined deadline and more autonomy.
How the training is assessed and completed · Comparison of training models
Neuroscience describes two modes of thinking that alternate when we learn. Engineer and researcher Barbara Oakley popularized this distinction in the book A Mind for Numbers (2014) and in the course Learning How to Learn, created with neuroscientist Terrence Sejnowski.
It is deliberate study: reading a difficult text, following a class, analyzing a case line by line. The brain works along already-known pathways and deepens what is in front of it.
It is what happens when attention loosens: in a conversation, on a walk, listening to a podcast. The brain makes broader connections between distant ideas, and that is where many concepts finally make sense.
Learning well means alternating between the two. Focus alone tires the student and keeps them stuck to what they already know; dispersion alone does not go deep. In psychoanalysis this weighs even more: concepts such as the unconscious, transference and desire are rarely understood on the first reading; they mature between one reading and the next, in listening to a case, in a colleague's words.
The Alma Enlevo Method applies this principle: the training combines concentrated, assessed study with spaces for exchange, listening and elaboration, at each student's pace.
On the Academia Enlevo campus, the study platform, each resource has a role along the path:
720 hours of study, with all classes recorded to review as many times as needed.
Reading the authors in critical dialogue, not in repetition: to read is to interpret and question.
Simulated patients, with persona, history and resistances, to train listening before seeing patients.
Two per month, with the professor, dedicated to clinical cases: reasoning, listening and handling. They are recorded.
Small groups in which students present and discuss their own listening, among peers.
Self-knowledge work with method and guidance.
Psychoanalysis to listen to on the go, when attention loosens and ideas connect.
Live meetings to discuss cases and broaden the repertoire.
Exclusive material (articles, case studies, protocols) and a track that respects each student's time.
The psychoanalyst derives his authorization only from himself.
Lacan placed authorization at the center of training: no one becomes a psychoanalyst because an institution stamped a paper, but because they sustain, before themselves and others, the place of the one who listens. Years later, in Seminar XXI (1973–1974), he completed the sentence: the psychoanalyst derives his authorization from himself and from a few others.
This complement is decisive. Authorizing oneself is not training alone: it is choosing whom one trains with, who listens to one's analysis, who discusses one's cases. In the tripod, these others are defined by the institution. In the Alma Enlevo Method, the one who chooses them is the student.
720 hours in 24 modules, with final assessments: the theoretical foundation is mandatory and proven.
Clinical cases from the first month, in the live classes, in the simulated cases and in the Critical Listening Circle.
Organize clinical thinking in writing; the best papers are published in the journal Interapia.
Analyst and supervisor of free choice. After graduating, up to 3 analysis or supervision sessions at no cost.
With the certificate and the path completed, the decision to start seeing patients belongs to the psychoanalyst.
Minimum of 6 months for those who already have a foundation; 8 to 9 months for those starting from scratch; up to 2 years with more in-depth study.
Personal analysis is strongly recommended and done with the professional the student chooses.
Available at Enlevo or with another professional, recommended for those starting to see patients.
The price of the training is set at enrollment, with materials and certificate included.
Rigor and freedom do not exclude each other. Study remains mandatory and assessed, with final assessments and final paper (TCC); what changes is that the choices concerning each person's life and clinical practice return to the one who will practice psychoanalysis.
It is the traditional training model of psychoanalytic associations, made up of theoretical study, personal analysis and supervision, carried out over years and validated by the institution. It emerged at the Berlin Psychoanalytic Institute in the 1920s (Eitingon model) and was adopted by the IPA from 1925 onward.
No. The tripod is a tradition of psychoanalytic associations, not a requirement of Brazilian law. Psychoanalysis has no federal council nor regulation as a profession; free training is supported by the LDB (Law 9,394/96).
It keeps the three elements, but changes who decides. Theoretical study is mandatory and assessed (720 hours, final assessments and final paper (TCC)); personal analysis and supervision are recommended, with professionals freely chosen by the student.
It is not a prerequisite for completion. Personal analysis is strongly recommended for those who will see patients and is done with the analyst the student chooses. After graduating, the student has up to 3 analysis or supervision sessions at no cost.
They are two modes of thinking that alternate when we learn: the focused mode, of concentrated attention, and the diffuse mode, in which the brain makes broader connections with attention loosened. The distinction was popularized by Barbara Oakley, in the book A Mind for Numbers and in the course Learning How to Learn.
It alternates concentrated study (modules, implicated reading, AI-simulated cases) with spaces for elaboration (Critical Listening Circle, Psicanaliticamente podcast, group supervisions and lectures), at each student's pace.
It is a sentence by Jacques Lacan, in the Proposition of 9 October 1967: no one becomes a psychoanalyst merely through a title granted by an institution. In Seminar XXI (1973–1974), Lacan completed it: “and from a few others”. Authorizing oneself includes choosing whom one trains with.
From 6 to 24 months. Six months is the minimum for those who already have a foundation; those starting from scratch usually take 8 to 9 months; and access is valid for up to 2 years for those who want more in-depth study.
In Brazil, yes: there is no mandatory council or professional registration, and both paths are legitimate. What changes is the training model, the time, the cost and who decides on analysis, supervision and the moment to start seeing patients.