The aim of this study is to explore the relationship between level of personality organization and type of personality disorder as assessed with the categories in the Psychodynamic Diagnostic Manual (PDM; PDM Task Force, 2006) and the emotional responses of treating clinicians. We asked 148 Italian clinicians to assess 1 of their adult patients in treatment for personality disorders with the Psychodiagnostic Chart (PDC; Gordon & Bornstein, 2012) and the Personality Diagnostic Prototype (PDP; Gazzillo, Lingiardi, & Del Corno, 2012) and to complete the Therapist Response Questionnaire (TRQ; Betan, Heim, Zittel-Conklin, & Westen, 2005). The patients' level of overall personality pathology was positively associated with helpless and overwhelmed responses in clinicians and negatively associated with positive emotional responses. A parental and disengaged response was associated with the depressive, anxious, and dependent personality disorders; an exclusively parental response with the phobic personality disorder; and a parental and criticized response with narcissistic disorder. Dissociative disorder evoked a helpless and parental response in the treating clinicians whereas somatizing disorder elicited a disengaged reaction. An overwhelmed and disengaged response was associated with sadistic and masochistic personality disorders, with the latter also associated with a parental and hostile/criticized reaction; an exclusively overwhelmed response with psychopathic patients; and a helpless response with paranoid patients. Finally, patients with histrionic personality disorder evoked an overwhelmed and sexualized response in their clinicians whereas there was no specific emotional reaction associated with the schizoid and the obsessive-compulsive disorders. Clinical implications of these findings were discussed.

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This article reviews the development of the second edition of the Psychodynamic Diagnostic Manual, the PDM-2. We begin by placing the PDM in historical context, describing the structure and goals of the first edition of the manual, and reviewing some initial responses to the PDM within the professional community. We then outline 5 guiding principles intended to maximize the clinical utility and heuristic value of PDM-2, and we delineate strategies for implementing these principles throughout the revision process. Following a discussion of 2 PDMderived clinical tools-the Psychodiagnostic Chart and Psychodynamic Diagnostic Prototypes, we review initial research findings documenting the reliability, validity, and clinical value of these 2 measures. Finally, we discuss changes proposed for implementation in PDM-2 and the potential for an updated version of the manual to enhance clinical practice and research during the coming years.

How do experts compare teaching, supervision, and treatment from a psychodynamic perceptive over the Internet with in-person work? Our methodology was based on the expert opinions of 176 teachers, supervisors, and therapists in the China American Psychoanalytic Alliance (CAPA) who use videoconferencing (VCON) with Chinese students. The results from our online survey indicate: (1), The longer teachers teach, the more effective they rate teaching over VCON; (2), Teaching, supervision, and treatment were all rated in the range of "slightly less effective" than in-person, with supervision rated significantly more effective than teaching and treatment over VCON; (3), When doing psychodynamic treatment over VCON the issues of symptom reduction, exploring mental life, working on transference, relational problems, resistance, privacy issues, countertransference, are all equally rated in the range of "slightly less effective" than in-person treatment; (4), The highest significantly rated indications for treatment over VCON are: "To offer high quality treatment to underserved or remote patients" and "When patient is house-bound or travel would be impractical"; and (5), The highest significantly rated contraindication for treatment over VCON is: "Patient needs close observation due to crisis or decompensation." Overall, this survey suggests that VCON teaching, supervision, and treatment from a psychodynamic perceptive is a worthwhile option when considering its unique contribution to extending services where needed.

The (0,0), (0,1), and (1,0) bands of the A6Σ+–X6Σ+ transition of MnO near 5500 Å have been photographed at high dispersion, and partial rotational analyses carried out. The spectrum is unusually complicated because of the high electron multiplicity, the manganese hyperfine structure, and extensive rotational perturbations. It is found that hyperfine perturbations frequently accompany the rotational perturbations. These are a new type of perturbation, resulting from a mixing of the F3 and F4 electron spin components in the upper state through hyperfine matrix elements of the type ΔN = 0, ΔJ ± 1, ΔF = 0 as a result of rotational perturbations. Extra lines, obeying the selection rules ΔJ = 0, ± 2, are induced: these give the energy separations of the F3 and F4 electron spin components of the ground state. As a result it has been possible to determine the electron spin fine structure parameters for the two states despite the parallel polarization of the electronic transition. The reason for the great complexity of the A6Σ+ ν = 0 level is the occurrence of a large avoided crossing near N = 26 with a level which is possibly a highly excited vibrational level of the ground state. The ground state Mn—O bond length is r0 = 1.6477 Å, and ΔG1/2(X6Σ+) = 832.41 cm−1.