ABSTRACT The central thesis of this discussion is that an adolescent psychoanalyst—someone who understands development, developmental interference, unconscious conflict, and neuropsychiatric impairment—is especially well-suited to treat patients with attention deficit hyperactivity disorder, learning disabilities, and behavior problems. Candidates in such training programs are provided with the didactic instruction and supervision necessary to grasp the kind of multimodal treatment approach that is necessary for these patients. A focus on enhancing inner processing and reflectiveness, building the tools for strengthening executive functioning, and clearing away maladaptive defenses all help to stimulate feelings of becoming an active agent on one’s own behalf. Furthermore, facilitating integration and activating the questioning and evaluating parts of one’s mind to reshape inner standards and values is a principal component of the therapeutic work. This also includes separating from primitive parental introjects, which creates more stable autonomy and the ability to face one’s limitations in small doses, thus leading to amelioration through new experience and the transforming of emotions into modulated, helpful signals.

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治疗患有神经心理学问题和ADHD的大学生患者：关于Whitman博士对Mark的分析的讨论

摘要讨论的中心论点是，青少年心理分析员（了解发育，发育干扰，无意识冲突和神经精神病学障碍的人）特别适合治疗患有注意力缺陷多动障碍，学习障碍和行为问题的患者。此类培训计划中的候选人将获得必要的教学指导和监督，以掌握这些患者所需的多模式治疗方法。专注于增强内部处理能力和反思能力，构建增强执行官职能的工具以及清除不良适应症的防御措施，都有助于激发自己成为主动代理的感觉。此外，促进整合并激发人的疑问和评估思想以重塑内在标准和价值观是治疗工作的主要组成部分。这还包括与原始父母的投入物分离，从而创造出更稳定的自主权，并能够小剂量面对一个人的局限性，从而通过新的体验得到改善，并将情感转化为可调节的有用信号。