© 2000 The Royal College of Psychiatrists
PSYCHOTHERAPY PAPERS |
A neurobiologically informed perspective on psychotherapy
Bessie Walker Callaway Distinguished Professor of Psychoanalysis and Education, Karl Menninger School of Psychiatry; Clinical Professor of Psychiatry, University of Kansas School of Medicine, Wichita: and Director and Training and Supervising Analyst, Topeka Institute for Psychoanalysis
Correspondence: Professor Glen O. Gabbard, The Menninger Clinic, PO Box 829, Topeka, KS 66601-0829, USA. E-mail: gabbargo{at}menninger.edu
Declaration of interest This work was funded by the Callaway Professorship of the Menninger Clinic.
See editorial, pp. 93-94,
this issue.
Background Polarisation of biological and psychosocial aspects of psychiatry has promoted a form of Cartesian dualism. Current knowledge of the interaction between biology and psychology makes it possible to consider a truly integrative approach to treatment.
Aims The aim of this overview is to consider conceptual models of how psychotherapy may affect the brain.
Method The literature discussing the mutual influence of genes and environment is surveyed. Relevant data involving the influence of psychotherapy on the brain are also reviewed.
Results Research findings suggest that the brain responds to environmental influence through the alteration of gene expression; that psychotherapy has specific measurable effects on the brain; and that implicit memory may be modified by psychotherapeutic interventions.
Conclusions Advances in neuroscience research have led to a more sophisticated understanding of how psychotherapy may affect brain functioning. These developments point the way towards a new era of psychotherapy research and practice in which specific modes of psychotherapy can be designed to target specific sites of brain functioning.
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