York Institute for Gestalt Therapy, founded in 1952, is the original
Gestalt therapy institute. In
the late 1940’s Frederick (Fritz) and Laura Perls emigrated
to the United States and settled in New York City. Here they continued
their work begun in South Africa , developing a novel theory and
method of psychotherapy. In 1951, the therapy was named and presented
to the world in Gestalt Therapy,
Excitement and Growth by Frederick Perls, Ralph Hefferline,
and Paul Goodman.
A year following its publication, 40 people arrived
for study at the Perls’s apartment; Fritz and Laura each led
a group of 20. The NYIGT, the first Gestalt therapy institute in
the world, was fueled by the excitement of this group. The original
circle soon grew to include Isadore From, Paul Goodman, Elliot Shapiro,
Paul Weiss, Richard Kitzler, and others. Over the years, these people
spread the seeds of Gestalt therapy from which many national and
international Gestalt therapy institutes grew. Fritz’s enthusiasm
sparked the fires of the NYIGT and for many years Laura’s
forceful patience sustained it. The continuing liveliness and commitment
of its member to the Institute's core values has kept it vital for
nearly half a century.
The NYIGT embodies the essential
principle of Gestalt therapy theory: a theory of contact--of figure
forming at the contact-boundary in the organism/environment
The NYIGT Today
Over the years, the Institute has evolved into
a world-wide membership organization addressing the needs of the
Gestalt therapy community. Its structure continues to develop according
to the needs of individuals and of the group-as-a-whole. Each month
from the relative isolation of psychotherapy practices, supervision,
seminars, practica, and study groups, people come together in a
larger community to socialize, learn from one another, and contactfully
challenge themselves in the on-going group process.
Each of us meets as a peer, regardless
of our background or experience, whether student, teacher, fellow,
full or associate member.
We at the New York Institute for
Gestalt Therapy think of ourselves as serving a special function
in the larger Gestalt therapy community.Rather than offer
formal structured programs to "train" Gestalt therapists,our primary function is the ongoing
teaching and learning of Gestalt therapy itself.
We believe teaching and learning Gestalt therapy are aspects of
a single contact-boundary phenomena. An experienced teacher learns
through the process of teaching; a student teaches through the process
of learning. All of us continue to discover, invent, learn, and
create the theory of Gestalt therapy.
Learning thus does not emanate
from the top down in a fixed hierarchy, but emerges as figures of
interest in a field of excitement and support. We
invite all interested people to join our teaching/learning community.
Each of us organizes his/her own teaching learning experience based
on need, interest and excitement. We encourage one another to follow
his/her interest, attend to what is exciting in this process, and
to bring his/her needs, questions, and concerns to our monthly meetings
in order to further the continuing study of Gestalt therapy by all
of us.We believe this leads to awareness and growth in a way that
most effectively embodies the values and spirit of Gestalt therapy.
Today, the NYIGT’s membership is
international, with people from around the world joining
us in our teaching/learning community.
Our invitation is open to everyone. Graduates of other Gestalt therapy
institutes who are looking to further develop Gestalt therapy theory
and inexperienced people beginning the process of understanding
Gestalt therapy are equally welcome. Associate membership dues is
$50.00 per year.
in the NYIGT
Since The New York Institute for Gestalt Therapy does
not "train" Gestalt therapists, we set no extrinsic standards
for "training" and no marker that the educational process
is over. Rather, we urge a student to follow his/her interest,
attend to what is exciting in this process, and to bring his/her
needs, questions, and concerns to our monthly meetings in order
to further the continuing study of Gestalt therapy by all of us.
Member and student decide together when that student
is ready to be sponsored for Full Membership, a category of membership
which acknowledges competence as a Gestalt therapist and eligibility
for Institute referrals. It is the organization-as-a-whole which
makes this decision by consensus. Full membership does not end the
study of Gestalt therapy.
Teaching and Learning at the
Teaching/learning occurs both informally and formally.
This happens informally in the here and-now contact of the monthly
meetings in which both presentations and organizational discussions
become lively examples of theory and practice.
offerings on this
website provide a more structured experience. We believe that good
teaching/learning emerges from a field of mutual interest. From
the beginning of the Institute, qualified members have offered courses
coming from their involvements and passions. Likewise, students
have had to form their own "programs" out of their individual
needs and concerns. Each student organizes his/her own "program"
based on need, interest and excitement, often "apprenticing"
with one member for some time. Rather than mere introjection,
we believe this leads to growth and awareness in a way that most
effectively embodies the values and spirit of Gestalt therapy. A
fixed curriculum by its nature encourages unaware introjecting;
a fluid teaching/learning process hopefully encourages more contactful
are those currently led by members of our institute. The Institute
does not endorse any of them. Rather, they are instances of the
teaching/learning process in action. If a prospective student/apprentice
reviews the list but does not see anything immediately relevant
to his/her educational interest, we encourage this person to contact
our members anyway in order to express this interest. Often, this
expression of interest creates a new teaching/learning forum,
whether it be seminar, colloquium, practicum, or workshop. And in
any event, such an expression of interest begins this persons
participation in our teaching/learning process.
Engage and contribute.
We welcome everyone to join us in this process.
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