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Olarte, S.W. (2006). Frontline—The Golden Anniversary Journal—The Challenge of Dynamic Psychiatry. J. Amer. Acad. Psychoanal., 34(1):1-3.

(2006). Journal of American Academy of Psychoanalysis, 34(1):1-3

Frontline—The Golden Anniversary Journal—The Challenge of Dynamic Psychiatry

Silvia W. Olarte, M.D.

The American Academy of Psychoanalysis and Dynamic Psychiatry is 50 years old. During this time, not only has the world seen extraordinary changes in technology, science, and humanities, but notable advances in the understanding of brain functioning have also opened new horizons and challenges for the profession that we so love and still consider as much art as science.

In the first three articles, Marianne Eckardt and Miltiades Zaphiropoulos, both founding fellows of this Academy, and Paul Chodoff, one of our members from almost its inception, describe their rich historical and personal perspectives. Themselves examples of insatiable intellectual curiosity, they generously share the joys of their professional lives and inspire us to continue the effort of translating the current advances of social and biological sciences into methodological improvements of our clinical skills and expansion of our theoretical formulations. Clarice Kestenbaum starts with a reminiscence and ends with a clear and challenging description of the complicated task at hand when psychodynamic psychiatry is integrated into the mainstream of our current psychiatric training atmosphere. Her article introduces us to the next section, beginning with a model for biologically informed integrative psychotherapy by Timothy Lacy and John Hughes.

As medical psychoanalysts and dynamic psychiatrists, we are very much identified with our medical profession. We know that the future of dynamic psychiatry lies in introducing our mode of understanding and treating the psychiatric patient early in the career of the young psychiatrist. We are committed to teach the residents at the places where they work, that is, in their hospitals and clinics, by “the bedside.” Teaching methods need to adapt to the changes determined not only by the expansion of knowledge within a given field but also by other realities, including economic constraints.

[This is a summary or excerpt from the full text of the book or article. The full text of the document is available to subscribers.]

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