# Integrating neuropsychoanalytic and neuropsychiatric perspectives into psychiatric clinical neuroscience curricula: a conceptual overview

## TL;DR

This paper explores how neuropsychoanalysis and neuropsychiatry can enhance psychiatric training and clinical practice by integrating neuroscience and psychotherapy concepts.

## Contribution

The paper introduces a conceptual framework for integrating neuropsychoanalytic and neuropsychiatric perspectives into psychiatric education and clinical training.

## Key findings

- Neuropsychoanalysis and neuropsychiatry share a common historical foundation in neurology, psychiatry, and psychoanalysis.
- These fields offer insights into consciousness, affective neuroscience, and brain network functions that can improve psychiatric training and patient care.
- Case examples demonstrate how these concepts can be applied to understand and treat psychiatric conditions more effectively.

## Abstract

Neuropsychoanalysis and neuropsychiatry are two rapidly advancing fields that can provide valuable additions to a clinical neuroscience curriculum in psychiatry and strengthen psychiatrists’ psychotherapeutic training and practice.

This article provides an overview of key concepts of neuropsychoanalysis and neuropsychiatry, noting their common history in neurology, psychiatry and psychoanalysis. Several case vignettes are also provided to demonstrate how these concepts could be used to better understand specific psychiatric presentations.

Key concepts discussed include the shared history of neuropsychoanalysis and neuropsychiatry; philosophy of mind; the neuroscientific basis and function of different levels of consciousness; affective neuroscience; and the hierarchical network function of the brain.

Neuropsychoanalysis and neuropsychiatry are subspecialties that have made important clinical and theoretical contributions to psychiatry. These insights could be used to inform the ongoing development of contemporary psychiatric clinical neuroscience curricula.

Psychiatrists can use this article to help with “bedside teaching” of junior staff, assist with patient formulation and psychoeducation, and ultimately inform an integrated pedagogical framework for the clinical training of psychiatrists.