Marianne Leuzinger-Bohleber was Director in charge of the Sigmund-Freud-Institut (SFI) in Frankfurt a.M., Germany (2001–2016), now senior scientist at SFI and University Medicine Mainz, as well as staff member of the IDeA Center in Frankfurt a.M.Mark Solms is Chair of Neuropsychology at the University of Cape Town and Groote Schuur Hospital and Chair of the Research Committee of the International Psychoanalytical Association.Simon E. Arnold is a Research Assistant at the Sigmund-Freud-Institut in Frankfurt a.M., Germany.

• Introduction 1. The scientific basis of psychoanalysis: Introductory remarks Part I: Outcome Research: State of the Art 2. Five Advances in Psychoanalytic Thinking and their implications on outcome research 3. Where Is the Evidence for "Evidence-Based" Therapy? 4. An Innovative, Scientific, Clinically-sensitive Approach to Psychoanalytic Process-Outcome Research 5. From Case Study to Single Case Research: The Specimen Case Amalia X 6. The importance of research in Psychoanalysis for contemporary medicine Part II: Research and Clinical Practice in Dialogue 7. Evidence for psychodynamic psychotherapy in specific mental disorders: a systematic review 8. Clinical Discussion of Psychodynamic Therapy: A Meta-Analysis Testing Equivalence of Outcome 9. The LAC Depression Study: a comparative outcome study of psychoanalytic and cognitive-behavioral long-term therapies 10. Discussion from a Clinical Perspective and an Illustrated Case Vignette 11. Comparative Psychotherapy Research Focused on the Treatment of Borderline Personality Disorder 12. Memory Reconsolidation, Emotional Arousal and the Process of Change in Psychoanalysis 13. Emotions in psychodynamic process and outcome research 14. Discussion from a Clinical Perspective Part III: Critical Thinking and Research in Psychoanalytic Education 15. A Clinician’s View of Research, Critical Thinking, and Culture in Psychoanalytic Education 16. Teaching Empirical Research in Psychodynamic Psychotherapy: How to Make Research Really Matter 17. The Role of Critical Thinking and Research in Psychoanalytic Education

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Marianne Leuzinger-Bohleber was Director in charge of the Sigmund-Freud-Institut (SFI) in Frankfurt a.M., Germany (2001–2016), now senior scientist at SFI and University Medicine Mainz, as well as staff member of the IDeA Center in Frankfurt a.M.Mark Solms is Chair of Neuropsychology at the University of Cape Town and Groote Schuur Hospital and Chair of the Research Committee of the International Psychoanalytical Association.Simon E. Arnold is a Research Assistant at the Sigmund-Freud-Institut in Frankfurt a.M., Germany.

• Introduction 1. The scientific basis of psychoanalysis: Introductory remarks Part I: Outcome Research: State of the Art 2. Five Advances in Psychoanalytic Thinking and their implications on outcome research 3. Where Is the Evidence for "Evidence-Based" Therapy? 4. An Innovative, Scientific, Clinically-sensitive Approach to Psychoanalytic Process-Outcome Research 5. From Case Study to Single Case Research: The Specimen Case Amalia X 6. The importance of research in Psychoanalysis for contemporary medicine Part II: Research and Clinical Practice in Dialogue 7. Evidence for psychodynamic psychotherapy in specific mental disorders: a systematic review 8. Clinical Discussion of Psychodynamic Therapy: A Meta-Analysis Testing Equivalence of Outcome 9. The LAC Depression Study: a comparative outcome study of psychoanalytic and cognitive-behavioral long-term therapies 10. Discussion from a Clinical Perspective and an Illustrated Case Vignette 11. Comparative Psychotherapy Research Focused on the Treatment of Borderline Personality Disorder 12. Memory Reconsolidation, Emotional Arousal and the Process of Change in Psychoanalysis 13. Emotions in psychodynamic process and outcome research 14. Discussion from a Clinical Perspective Part III: Critical Thinking and Research in Psychoanalytic Education 15. A Clinician’s View of Research, Critical Thinking, and Culture in Psychoanalytic Education 16. Teaching Empirical Research in Psychodynamic Psychotherapy: How to Make Research Really Matter 17. The Role of Critical Thinking and Research in Psychoanalytic Education

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Marianne Leuzinger-Bohleber was Director in charge of the Sigmund-Freud-Institut (SFI) in Frankfurt a.M., Germany (2001–2016), now senior scientist at SFI and University Medicine Mainz, as well as staff member of the IDeA Center in Frankfurt a.M.Mark Solms is Chair of Neuropsychology at the University of Cape Town and Groote Schuur Hospital and Chair of the Research Committee of the International Psychoanalytical Association.Simon E. Arnold is a Research Assistant at the Sigmund-Freud-Institut in Frankfurt a.M., Germany.

• Introduction 1. The scientific basis of psychoanalysis: Introductory remarks Part I: Outcome Research: State of the Art 2. Five Advances in Psychoanalytic Thinking and their implications on outcome research 3. Where Is the Evidence for "Evidence-Based" Therapy? 4. An Innovative, Scientific, Clinically-sensitive Approach to Psychoanalytic Process-Outcome Research 5. From Case Study to Single Case Research: The Specimen Case Amalia X 6. The importance of research in Psychoanalysis for contemporary medicine Part II: Research and Clinical Practice in Dialogue 7. Evidence for psychodynamic psychotherapy in specific mental disorders: a systematic review 8. Clinical Discussion of Psychodynamic Therapy: A Meta-Analysis Testing Equivalence of Outcome 9. The LAC Depression Study: a comparative outcome study of psychoanalytic and cognitive-behavioral long-term therapies 10. Discussion from a Clinical Perspective and an Illustrated Case Vignette 11. Comparative Psychotherapy Research Focused on the Treatment of Borderline Personality Disorder 12. Memory Reconsolidation, Emotional Arousal and the Process of Change in Psychoanalysis 13. Emotions in psychodynamic process and outcome research 14. Discussion from a Clinical Perspective Part III: Critical Thinking and Research in Psychoanalytic Education 15. A Clinician’s View of Research, Critical Thinking, and Culture in Psychoanalytic Education 16. Teaching Empirical Research in Psychodynamic Psychotherapy: How to Make Research Really Matter 17. The Role of Critical Thinking and Research in Psychoanalytic Education

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