http://exhibits.library.stonybrook.edu/mfp/files/original/58da89341bf5b1d715c7f439ca1a2ceb.pdf bfa0faff49d23d911c4223fb09366788 PDF Text Text r Vs NEW YORK MEDICAL COLLEGE FLOWER AND FIFTH AVENUE HOSPITALS FIVE EAST 102ND STREET NEW YORK, NEW YORK 10029 DEPARTMENT OF PSYCHIATRY December 28, 1968 Dear Jack, ~~Thank you for your letter and I am enclosing some articles which may be of interest and some comments. First, however, about EEG-— I have no argument with spectral analysis except its expense for the missions which I have set for myself, i.e. the measurement of drug induced changes. For these purposes, every study shows an equivalence for period analytic and power spectral methods—and the period methods, when done carefully, are ever so much less expensive. At present, I can do either easily and do use whichever lends itself to the analysis. For spectrum. a problem at hand. For simple drug changes, period detailed analysis of the faster frequencies, power This is a very difficult question for me review of our data, and the report which indicates that even (or especially) in shronic mentally ill we ran a significant risk of inducing psychotic episodes; I am also aware that in this group spontaneous psychotic episodes occur fre— quently. Our article is enclosed, as is a review from the Canadian Mediéhal.Association Journal. This latter is the most complete to As for LSD. to answer. Despite my date. position is to tell young people that experimentation is'always exciting and frequently useful; but also occasionally dan— My own gerous. That experimentation with mind—altering drugs (and I always tell them of the EEG patterns of these drugs) is probably the most exciting experience possible, but also one that has risks (which are usually described) and that the best experiments are done under conditions where control is possible, i.e., a laboratory. I have offered some the use of the laboratory and the drugs themselves, and have had afew takers. Another risk is the fact that the supplies on the street are often impure and adulterated. I tell them about the heroin supplies which we get from the FBN and which have recently been 80% 'pure'; of the THC samples that were amphetamine and scopolamine; and of the LSD that was scopolamine (each analysis in our laboratories). The most difficult problem is the question of marijuana, which is more like alcohol and less like LSD; is probably safe even in large doses; is non—addicting in the usual sense, and surely less so than nicotine and alcohol. Our community is psychotic about this drug, �-2and the irrational approach has clouded the probable real risks of the other hallucinogens. Perhaps the greatest approach may be to agree with the students that their futures, if males, is indeed bleak so long as the war continues; and that escapism is a normal approach and desire; and that various escapes are possible—— hermits and other isolation devices; drugs and other temporary mind—clouders; emigration; or identification with a problem or mission in which the sense of participation and 'being with it' may be more satisfying than any of the withdrawal defenses. The team roles and the gratifications have been also useful. In answering such questions (and I have frequently) I am not embarrassesLby the question of 'Why do you , and tell us that it is bad for us?'/since I have tried all the drugs and do not use any now; and when the question of alcohol, smoking, barbiturates or amphetamines come up—— it is easy to state that these are not useful when other devices of adaptation suffice. The biggest question in students is the difference between their parental or teacher's statements and actions. How LSD 2 useful these approaches are will not be known. The kick has stopped ifi'New York and the incidence of admissions to hospitals have dropped significantly. In large part, this is the result of the (mistaken, I believe) notion that LSD is specifically dangerous to genes. The evgidence does not convince me and I do not use this 'scare' other than to remind the questioners that there are many effects of drugs that we are unaware of--and tell them of the interesting studies of thalidomide and pregnancy. sufficient for the present. In View of am I the possible additional help, enclosing a pre-print of a study of hallucinogens that I completed last year for the ACNP and which ‘will be in press in the spring. This describes the central effects of two large classes of hallucinogens in man and has been useful in These ideas should be documenting my 'credentials'. pleased to hear that Fred is working actively. Tell him that the galley proof of the heroin/EEG article was recéved this week; that naloxone is a much weaker antagonist when given orally even at l Gm/day than methadone (the latter is effective at 100 mgm/day for 48 hours against 50 mgm heroin IV); but that we are continuing the I am studies nevertheless. My ' best regards. Sincere Max y Fink, yours, M.D. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Correspondence Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Correspondence to: Rhodes, John M. Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context mfp-05-00-022-6-532 Date A point or period of time associated with an event in the lifecycle of the resource 1968 Creator An entity primarily responsible for making the resource <a title="Fink, Max, 1923-" href="http://id.loc.gov/authorities/names/n79039548" target="_blank">Fink, Max, 1923-</a> Subject The topic of the resource Correspondence -- Correspondence Relation A related resource The Max Fink Collection Description An account of the resource Rights Information about rights held in and over the resource <a title="IN COPYRIGHT - EDUCATIONAL USE PERMITTED" href="http://rightsstatements.org/vocab/InC-EDU/1.0/" target="_blank">IN COPYRIGHT - EDUCATIONAL USE PERMITTED</a> Source A related resource from which the described resource is derived Special Collections and University Archives, University Libraries. Stony Brook University Libraries (State University of New York). Language A language of the resource en-US Format The file format, physical medium, or dimensions of the resource application/pdf Publisher An entity responsible for making the resource available Contributor An entity responsible for making contributions to the resource Correspondence