Subject(s)
Internship and Residency , Psychiatry/education , Child , Humans , Psychotherapy/education , TeachingSubject(s)
Adolescent Psychiatry , Awards and Prizes , Child Psychiatry , Periodicals as Topic , Humans , United StatesABSTRACT
This article documents the diminution over the past 25 years in the focus on training in psychodynamic psychotherapy in psychiatry residencies. The author contends that the diminution is currently at the point that it endangers the 'holding environment' necessary for the acquisition of this valuable skill. The article also outlines societal factors that contribute to this situation and societal responses that might be taken to counteract a decline in the practice of psychodynamic psychotherapy by psychiatrists.
Subject(s)
Adolescent Psychiatry/education , Child Psychiatry/education , Internship and Residency , Psychoanalytic Therapy/education , Social Change , Adolescent , Adolescent Psychiatry/trends , Child , Child Psychiatry/trends , Combined Modality Therapy/trends , Curriculum/trends , Forecasting , Humans , Psychoanalytic Therapy/trends , Psychopharmacology/education , Psychopharmacology/trends , Social Values , Specialization/trends , Specialty Boards , United StatesSubject(s)
Child Behavior Disorders/therapy , Motivation , Physician-Patient Relations , Play Therapy , Adolescent , Art Therapy , Child , Child Behavior Disorders/diagnosis , Child Behavior Disorders/psychology , Child, Preschool , Combined Modality Therapy , Communication , Female , Humans , Male , Patient Acceptance of Health Care/psychology , Wit and Humor as TopicABSTRACT
A planning and implementation group was created to respond to a severe shortage of public-sector children's inpatient beds in New Orleans. This group identified a large gap in the continuum between the inpatient unit, with its wide range of resources, and the five traditional mental health centers that provided medication management as well as social work contacts on a weekly to monthly basis. A unique "transition program" was created that has effectively bridged the gap between the hospital and the rest of the community. Data on the program, including clinical functioning data, improvement and severity ratings, data on recidivism, aftercare compliance ratings, and satisfaction surveys, have demonstrated that the program had a positive impact.
Subject(s)
Adolescent Psychiatry/methods , Aftercare/organization & administration , Child Psychiatry/methods , Mental Disorders/rehabilitation , Mental Health Services/organization & administration , Patient Discharge/statistics & numerical data , Program Development , Psychiatric Department, Hospital/organization & administration , Adolescent , Child , Humans , Length of Stay/statistics & numerical data , Louisiana , Public SectorABSTRACT
OBJECTIVE: Residency training programs in all areas of medicine are required to identify core competencies expected of all graduates and develop methods to assess and ensure attainment of these competencies. To assist with this process for residency programs in child and adolescent psychiatry, the Work Group on Training and Education of the American Academy of Child and Adolescent Psychiatry has developed several principles of the assessment process and compiled a variety of assessment methodologies for use in assessing competency. The principles of assessment include 1) residents should share responsibility for assessment; 2) assessment should be an open, ongoing and predictable process; 3) a wide range of evaluators should be utilized in the process; 4) residents should demonstrate competency in a variety of formats; 5) the goal is for 100% of residents to achieve core competencies. METHODS: Sample methods of assessment are provided in the report with special attention to how the method could be used in child and adolescent psychiatry. CONCLUSION: A multi-method, multi-evaluator for process of assessment is recommended.
Subject(s)
Adolescent Psychiatry/education , Adolescent Psychiatry/standards , Child Psychiatry/education , Child Psychiatry/standards , Educational Measurement , Internship and Residency/standards , Professional Competence , Guidelines as Topic , Health Knowledge, Attitudes, Practice , HumansSubject(s)
Hematologic Diseases/psychology , Hematology , Medical Oncology , Neoplasms/psychology , Patient Care Team , Adolescent , Child , Child, Preschool , Cultural Characteristics , Female , Humans , Male , Mental Disorders/psychology , Mental Disorders/therapy , Patient Care Planning , ReligionSubject(s)
Mental Disorders/therapy , Problem Solving , Child , Humans , Male , Mental Disorders/diagnosis , PsychotherapySubject(s)
Child Behavior Disorders/psychology , Family Therapy , Child , Female , Humans , Male , Middle Aged , Nuclear Family/psychology , Parent-Child RelationsABSTRACT
In an effort to improve the preparedness of residents to address health care needs, the Accreditation Council for Graduate Medical Education mandated that all Residency Review Committees (RRCs) incorporate the general competencies of patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice into their requirements. In response, the Psychiatry RRC mandated that child and adolescent psychiatry programs develop one competency for each of the six areas, effective January 1, 2001. To assist in this effort, the Work Group on Training and Education of the American Academy of Child and Adolescent Psychiatry has developed sample core competencies for each area. These samples are meant to serve as potential models for consideration by training programs as they develop criteria tailored to their program's unique resources and needs.
