"Attitude is a little thing that makes a big difference": reflection techniques for addiction psychiatry training.

OBJECTIVE: The authors aim to incorporate educational reflection techniques in an addiction psychiatry postgraduate core rotation in order to increase critical self-awareness of attitudes, values, and beliefs related to working with people with substance use and other addictive disorders. METHODS: Reflection discussion times, reflection journaling, and mandatory end-of-rotation reflection papers were embedded into a core addiction psychiatry postgraduate training block. Qualitative analysis of 28 reflection papers was performed to determine key factors and constructs that impacted on the development of attitudes and professionalism. RESULTS: A number of constructs emerged that demonstrated the attitudes, beliefs, stereotypes, and stigmas students have regarding addictive disorders. Some constructs also highlighted that students felt much more comfortable dealing with addictive disorders after the training and would treat individuals with these conditions in a more effective manner. CONCLUSION: Reflection techniques were endorsed as extremely valuable by students, especially in the development of professional attitudes that will help clinicians effectively engage and provide appropriate care for individuals suffering from addictive disorders. The authors suggest that reflective practices be used more extensively in psychiatric training in order to build and establish reflexive self-awareness as a core professional competence essential to work effectively in clinical practice, especially in the most demanding contexts.

Headspace theater: an innovative method for experiential learning of psychiatric symptomatology using modified role-playing and improvisational theater techniques.

OBJECTIVE: Headspace Theater has been developed to allow small group learning of psychiatric conditions by creating role-play situations in which participants are placed in a scenario that simulates the experience of the condition. METHOD: The authors conducted a literature review of role-playing techniques, interactive teaching, and experiential education, and performed consultations with experts in improvisational theater, live-action role-playing, and cognitive psychology (constructivism). RESULTS: Participants have universally rated the Headspace Theater experience positively. They affirmed that the simulations evoke emotions and cognitive distortions that create a window into the experience of a patient suffering from psychiatric symptoms. Several participants have also disseminated the techniques and scenarios to their local teaching setting. CONCLUSIONS: Headspace Theater may serve as a useful tool for helping various learners to experientially understand what a person may encounter when under the influence of a mental health condition, and thus help shape attitudes and increase empathy toward such people.