Busch Fredric N, Auchincloss Elizabeth L
Clinical Professor of Psychiatry, Weill Cornell Medical College, Faculty, Columbia University Center for Psychoanalytic Training and Research.
Vice-Chair for Education, DeWitt Wallace Senior Scholar, and Professor of Clinical Psychiatry in the Department of Psychiatry at Weill Cornell Medical College.
Psychodyn Psychiatry. 2018 Spring;46(1):145-163. doi: 10.1521/pdps.2018.46.1.145.
Psychoanalysts have generally avoided discussion of psychoeducational interventions in the context of psychodynamic psychotherapy, despite education being a component of many psychoanalytic techniques. This wariness stems from Freud's early concerns about interventions that could be deemed "suggestion," and a misunderstanding of various aspects of neutrality, including viewing psychoeducational comments as over-gratifying or siding with the ego. Although potential pitfalls exist, the authors review clinical evidence and research that indicate the value of psychoeducational approaches for engaging patients in psychodynamic psychotherapy, considering alternative treatments, providing a psychodynamic formulation, and enhancing the therapeutic alliance. In this context there has been increasing inclusion of psychoeducational interventions in clinical descriptions and manuals of psychodynamic psychotherapy. Various aspects of psychoeducation are described, including education about the patient's problems, how the treatment works, how the mind works, relevant information from other areas of psychology and neuroscience, and how the world works. A case example is provided that further demonstrates the value of psychoeducation in the clinical setting.
精神分析学家通常避免在精神动力心理治疗的背景下讨论心理教育干预措施，尽管教育是许多精神分析技术的一个组成部分。这种谨慎源于弗洛伊德早期对可能被视为“暗示”的干预措施的担忧，以及对中立性各个方面的误解，包括将心理教育性评论视为过度满足或偏袒自我。尽管存在潜在的陷阱，但作者回顾了临床证据和研究，这些证据和研究表明心理教育方法在使患者参与精神动力心理治疗、考虑替代治疗、提供精神动力性构想以及加强治疗联盟方面具有价值。在这种背景下，心理教育干预措施在精神动力心理治疗的临床描述和手册中越来越多地被纳入。文中描述了心理教育的各个方面，包括关于患者问题的教育、治疗如何起作用、心理如何运作、来自心理学和神经科学其他领域的相关信息以及世界如何运作。文中提供了一个案例，进一步证明了心理教育在临床环境中的价值。
