ABSTRACT
This report consists of the personal reflections of seven frontline clinicians who participated in a formal training program for the psychotherapy of psychosis implemented in a large public clinic setting. The training was part of a quality improvement initiative, consisting of 12 hours of didactic presentation followed by 30 hours of weekly peer-group supervision. The clinicians comment on ways of working with patients prior to the training, and how their views and techniques changed as a result of the training. The reflections of frontline staff provide proof of the concept that psychotherapy for psychosis techniques can be added to existing clinical skills, and that it is possible to implement a program in psychotherapy for psychosis in a busy public clinic.
Subject(s)
Community Mental Health Services , Community Psychiatry , Hospitals, Municipal , Psychotic Disorders/psychology , Psychotic Disorders/therapy , Public Health Practice , Adolescent , Adult , Child , Child Abuse, Sexual/diagnosis , Child Abuse, Sexual/psychology , Child Abuse, Sexual/therapy , Child, Preschool , Cognitive Behavioral Therapy/education , Cognitive Behavioral Therapy/methods , Community Psychiatry/education , Cross-Cultural Comparison , Curriculum , Hospitalization , Humans , Life Change Events , Male , Milieu Therapy/education , Milieu Therapy/methods , Physician-Patient Relations , Psychiatric Department, Hospital , Psychotic Disorders/diagnosis , Schizophrenia/diagnosis , Schizophrenia/therapy , Schizophrenic Psychology , Treatment Outcome , United Kingdom , United StatesABSTRACT
Upon deinstitutionalization, a mentally ill person's awareness of the stigma attached to his or her illness can negatively influence any effort to become a productive member of society. Support systems are vital in that they facilitate such efforts. The family is perhaps the most important support system because it provides emotional support, which is crucial because it promotes a sense of self-esteem and decreases depression, anxiety, sickness, and mortality. An awareness of stigma on the part of the family could undermine its role as a support system for a relative with mental illness.
Subject(s)
Countertransference , Inservice Training/methods , Nursing Assistants/education , Nursing Assistants/psychology , Professional-Patient Relations , Psychiatric Nursing/education , Adaptation, Psychological , Hospital Units , Humans , Milieu Therapy/education , Nursing Research , Nursing, Supervisory , Patient Advocacy , RoleABSTRACT
The author, agent of advanced training, reports--on the background of ten years organisationel development in a large psychiatric institution (Bethel)--his experiences under the special view of training therapists of all kind, mainly nonacademic personel. This all is done in many different and interdependent courses, a small department of a school within. The problems, in his view, are that education for all professions in Germany don't prepare really--in the sense of giving personal and pragmatic competence--for psychiatric work with the sick or handicapped and other professionels. So advanced training courses must help during people work in the institution. The author is confused but sure, that the best training evidently can't enable people in the central point--beeing encouraged to stay beside and with the sick people, if there is not growing a community of helpers together and with the patients. So education, studies and training are very important. But it seems that it doesn't work without sharing personal existance together, personel and sick.
Subject(s)
Community Psychiatry/education , Milieu Therapy/education , Clinical Competence , Community Mental Health Services , Curriculum , Germany, West , Humans , Mental Disorders/therapy , Professional-Patient RelationsABSTRACT
Foreign medical graduates entering psychiatric residency programs in the United States must cope with cultural, language, educational, and status barriers during their crucial first year of training. The authors point out the shortcomings of American residency programs for foreign trainees and describe how a program was developed to meet their special needs. It includes a more authoritarian form of instruction patterned after the educational structure the students were used to in their native countries and courses in American culture, English language, and problem-solving techniques.
