Wallerstein Robert S
Int J Psychoanal. 2011 Jun;92(3):623-39. doi: 10.1111/j.1745-8315.2011.00459.x.
Psychoanalysis as a theory of human mental functioning and a derived therapeutic for disturbed functioning would have its natural home in the university, and Freud gave evidence of harboring such an ambition. But the sociopolitical structure of the early 20th century Austro-Hungarian Empire precluded this, and analysis developed, by default, its part-time, private practice-based educational structure. Psychoanalytic penetration of academic psychiatry in the United States after World War II made possible a counter-educational structure, the department of psychiatry-affiliated psychoanalytic institute within the country's medical schools. This paper outlines, beyond these, other more ambitious vistas (David Shakow, Anna Freud, The Menninger Foundation, Emory University [US], APdeBA [Argentina]), conceptions even closer to the ideal (idealized) goal of full-time placement within the university with strong links to medicine, to the behavioral sciences, and to the humanities.
精神分析作为一种关于人类心理功能的理论以及针对功能紊乱的一种衍生治疗方法，本应在大学中找到其天然的归宿，而弗洛伊德也表现出怀有这样的抱负。但20世纪初奥匈帝国的社会政治结构排除了这种可能性，于是精神分析默认发展出了其基于兼职私人执业的教育结构。二战后精神分析在美国学术精神病学领域的渗透，使得一种反教育结构成为可能，即在该国医学院校中隶属于精神病学系的精神分析研究所。除了这些，本文还概述了其他更具雄心的前景（大卫·沙科夫、安娜·弗洛伊德、门宁格基金会、美国埃默里大学、阿根廷精神分析协会），这些构想甚至更接近在大学中全职安置并与医学、行为科学和人文学科建立紧密联系这一理想（理想化）目标。
