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Psychoanalysis is in a precarious position. Although there are geographical pockets in which one can find a number of psychoanalysts in the United States—mostly in large urban areas—by and large, psychoanalysis is infrequently practiced. Moreover, criticisms about the empirical support and merits of psychoanalytically oriented treatments have permanently stained the attitudes and perceptions of a number of individuals in the mental health and scientific communities. Throughout this issue, we have emphasized that these perceptions are misguided—based more on myth than evidence—but that efforts to advance empirical studies of psychoanalysis and corresponding treatments require additional attention and renewed effort if this mode of treatment is to survive in the current social, economic, and scientific culture.
In orchestrating this issue, we found ourselves experiencing a number of positive reactions. First, we resonated strongly with each of the authors’ articles and saw strikingly similar passion in many authors’ writings about the value of research on psychodynamically informed diagnosis, assessment, and treatment. In that sense, it was good company in which to reside. Second, we were struck by the directness with which internationally respected researchers, educators, and clinicians—all of whom have quite different professional lives and experiences—articulated their arguments about empirically advancing and promoting psychoanalytic frameworks. Third, despite controversial ideas and feelings that some of these articles evoke, such as the articles by Luyten and Mills, we believe that there should be room at the table for new and innovative ideas related to the study of psychoanalytic assessment and treatment approaches. All too often, individuals rigidly grasp onto what they believe to be truth and avoid knowing Truth. In his remarkable book, The Closing of the American Mind, Allan Bloom (1987) wrote that a good teacher recognizes that his or her task is “to assist