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The article discusses the author's views on the benefits of transference-focused psychotherapy training to psychiatry residents. She references and commends the study of Bernstein et al. on the practice of psychodynamic psychotherapy and discusses how it can build competence to effectively teach and learn psychiatry or to avoid alienating skeptical students. The author hopes the elective could be translated into a model residency curriculum in the field of psychiatry.

Background: With an annual prevalence of 0.9-2.6%, posttraumatic stress disorder (PTSD) is very common in clinical practice across Europe. Despite the fact that evidence-based interventions have been developed, there is no evidence on their implementation in clinical practice and in national psychiatric training programmes. Objective and method: The Early Career Psychiatrists Committee of the European Psychiatric Association conducted a survey in 23 European countries to explore implementation of evidence-based interventions for PTSD and training options. Results: The findings indicate that pharmacotherapy was available in the majority of the participating countries (n=19, 82.8%). However, psychological interventions were much less widespread. For example, psychoeducation was widely available in 52% of the countries (n=12), cognitive-behavioural therapy in 26.2% (n=6), and specific trauma-focused techniques were rarely available. Training on PTSD was part of the official training in 13 countries (56.5%), predominantly in the form of theoretical seminars. Conclusions: Overall, this survey indicates that the treatment for PTSD is largely focused on pharmacotherapy, with psychological evidence-based interventions poorly available, especially outside specialized centres. Poor implementation is linked to the lack of official training in evidence-based interventions for psychiatric trainees across Europe. [ABSTRACT FROM AUTHOR]

Supervision models for marriage and family counseling student interns primarily focus on the use of traditional systemic techniques. In addition, a supervisee’s level of development may not be considered when utilizing systemic tools. Furthermore, the supervisory relationship has been identified as a significant indicator of quality supervision, including characteristics such as warmth, empathy, and a nonjudgmental perspective from the supervisor. This article presents systemic–developmental supervision (SDS) to promote supervisees’ professional growth through self-awareness and skills acquisition. As such, a focus on the supervisory relationship through integration of two developmental models of supervision and systemic supervision techniques is discussed, along with the practical applications of SDS, strengths, limitations, and recommendations for future research. [ABSTRACT FROM PUBLISHER]

Psychologist practitioners are not immune to certain mental health problems, including suicidality, for which they provide services. In the aftermath of two recent psychologist suicides, the American Psychological Association's Advisory Committee on Colleague Assistance (ACCA) initiated the formation of a conjoint ad hoc committee consisting of members from ACCA, the American Psychological Association (APA) Practice Directorate, and the Section on Clinical Emergencies and Crises (Section VII of APA's Division 12) to investigate the incidence of psychologist suicide and its impact on colleagues, students or interns, patients or clients, and the profession. The committee reviewed the extant empirical literature on suicide rates for psychologists, evaluated unpublished data on psychologist suicide provided by the National Institute of Occupational Safety and Health (NIOSH), interviewed colleague survivors, reviewed published case reports of the impact of therapist suicides, and linked their findings to the literature on professional distress, impairment, and self-care. The committee concluded that there is evidence suggestive of an elevated risk of suicide for psychologists in past decades. It further concluded that there is a need for further research to confirm if there is a heightened risk of suicide for psychologists in the present day and to determine factors that might contribute to such risk. Accounts from colleague-survivors suggest that the impact of a psychologist's suicide can affect many people including family, colleagues, students, and patients or clients. This article offers suggestions for possible preventive approaches, for intervention with potentially at-risk colleagues, and for postvention efforts in the wake of a colleague suicide. [ABSTRACT FROM AUTHOR]

OBJECTIVE: Theories from the psychology of communication may be applicable in understanding why hand-off communication is inherently problematic. The purpose of this study was to assess whether postcall pediatric interns can correctly estimate the patient care information and rationale received by on-call interns during hand-off communication. METHODS: Pediatric interns at the University of Chicago were inter- viewed about the hand-off. Postcall interns were asked to predict what on-call interns would report as the important pieces of information communicated during the hand-off about each patient, with accompanying rationale. Postcall interns also guessed on-call interns' rating of how well the hand-offs went. Then, on-call interns were asked to list the most important pieces of information for each patient that postcall interns communicated during the hand-off, with accompanying rationale. On-call interns also rated how well the hand-offs went. Interns had access to written hand-offs during the interviews. RESULTS: We conducted 52 interviews, which constituted 59% of eligible interviews. Seventy-two patients were discussed. The most important piece of information about a patient was not successfully communicated 60% of the time, despite the postcall intern's believing that it was communicated. Postcall and on-call interns did not agree on the rationales provided for 60% of items. In addition, an item was more likely to be effectively communicated when it was a to-do item (65%) or an item related to anticipatory guidance (69%) compared with a knowledge item (38%). Despite the lack of agreement on content and rationale of information communicated during hand-offs, peer ratings of hand-off quality were high. CONCLUSIONS: Pediatric interns overestimated the effectiveness of their hand-off communication. Theories from communication psychology suggest that miscommunication is caused by egocentric thought processes and a tendency for the speaker to overestimate the receiver's understanding. This study demonstrates that systematic causes of miscommunication may play a role in hand-off quality. [ABSTRACT FROM AUTHOR]

El artículo trata la capacitación de los internos de psicología y los residentes de psiquiatría en la evaluación del riesgo de violencia en los pacientes. En particular, examina el impacto de tal capacitación en la documentación, realizada por los internos y residentes, de la evaluación y manejo del riesgo de violencia en los pacientes.

Objectives: Simulation methodologies are integral to health professional education at all levels of training and across all disciplines. This article reviews the literature on simulation in psychiatric education and explores recent innovations and emerging ethical considerations related to teaching and evaluation.Method: The authors searched the MEDLINE, ERIC, and PsycINFO databases from 1986 to 2006 using multiple search terms. A detailed manual search was conducted of Academic Psychiatry, Academic Medicine, and Medical Education. Literature indirectly relevant to the search parameter was also included.Results: Of the more than 5000 articles retrieved from the literature on simulation and health professional education, 72 articles and books used the terms simulation and standardized patients or role play and psychiatry education. Of the more than 900 articles on objective structured clinical examinations (OSCE), 24 articles related specifically to psychiatry OSCEs.Conclusions: Live simulation is used in teaching, assessment, and research at all levels of training in psychiatric education. Simulated and standardized patients are useful and appropriate for teaching and assessment and are well accepted at both undergraduate and post-graduate level. There is also an important place for role play. Further research is needed regarding the implications of different simulation technologies in psychiatry. [ABSTRACT FROM AUTHOR]

Objectives: Because psychiatry residents have important roles as teachers and significant opportunities to contribute to medical student education, we set out to: identify all randomized control trials (RCT) for residents' teaching skills programs in psychiatry and to identify the efficacy of those interventions for improving teaching skills; identify the strengths and weaknesses of the available studies across medical disciplines; and identify currently available methods for enhancing residents' teaching skills for residents training in psychiatry. Methods: The published English-language literature was searched using PubMed, Social Sciences Index, and PsycINFO databases, with key search words including: residents, teaching skills, residents as teachers, psychiatry, and assessments. Both RCT and controlled, nonrandomized trials of residents' teaching programs directed to enhance residents' teaching skills were selected and critically appraised. Results: Of 13 trials identified and reviewed, most included residents in internal medicine. Only one included psychiatry residents and assessed their ability to teach interviewing skills to medical students. Along with other studies, this study demonstrated improvement in residents' teaching skills. Overall, interventions and outcome measures were heterogeneous while the quality of methodologies varied. Five studies were of higher quality, representing examples of quality educational research. Several described group differences, blinding, good follow-up, and use of valid, reliable tools. Conclusions: Only one trial exists that incorporated psychiatry residents. Significant opportunity to advance educational research in this field exists. Psychiatry residency program directors should incorporate high-quality methodologies and can benefit from the findings of trials in other disciplines. [ABSTRACT FROM AUTHOR]

Mental health counselors often play an integral part in the training and supervision of students and new practitioners. Whether they are teaching clinical skills in academic settings, providing on-site supervision for practicum and internship students, or serving as clinical supervisors for unlicensed or less experienced counselors, supervision is a relevant component of mental health practice. Designed as a practical approach that builds on the clinical strengths of mental health counselors, psychotherapy-driven supervision advocates blending psychotherapy-based approaches to supervision with role-based models of supervision. Strengths and weaknesses of psychotherapy-based approaches are discussed. Detailed descriptions of the teacher, counselor, and consultant roles of supervisors are presented. Psychotherapy driven supervision is illustrated for three theoretical approaches: humanistic relationship oriented, cognitive-behavioral, and solution-focused. [ABSTRACT FROM AUTHOR]

Some researchers have seen the capacity for self-assessment in trainees as a special skill, and some reports have concluded that this skill is positively and crucially correlated with academic competence. Thus, it is believed that those trainees who are most deficient in knowledge are least likely to be aware of their limitations. Other researchers have emphasized the impact of statistical regression and other technical considerations in the studies, which have led to these conclusions. Our study used a relative-ranking design to measure the accuracy of self-assessments of both strengths and weaknesses in psychiatry residents. We analyzed the relationships between indices of self-assessment accuracy and other resident characteristics, particularly current academic strength as measured by a standard test of psychiatric knowledge. A total of 56 residents in two general psychiatry programs evaluated their performance on the Psychiatry Resident in Training Examination by estimating the rank order of their scores in the 11 psychiatry subject areas. For each resident, actual examination results were then used to generate measures of the accuracy of the identification of strengths and weaknesses. Residents’ identifications of their strengths and weaknesses were significantly more accurate than chance levels. Strengths and weaknesses were identified with roughly equal proficiency, and accuracy in these assessments was not correlated to any of the following variables: academic competence as measured by examination raw scores, postgraduate year, gender, international vs. American medical education, program membership, or age. Our results do not support the hypothesis that trainees who show the least academic mastery also make the most inaccurate self-assessments. In addition, we found no resident characteristics that accounted for variation in self-assessment accuracy. [ABSTRACT FROM AUTHOR]

This article presents a study, in which predoctoral psychology interns at 21 internship sites were surveyed regarding the forced termination of psychotherapy. Forced termination was found to be a common occurrence, but interns gave their supervisors mixed reviews regarding its supervision. For example, half of the respondents described themselves as less than adequately prepared to cope with forced termination. A significant, positive association was discovered between supervisor attention to forced termination and the degree to which interns felt prepared to manage this experience.

This paper is a review of my development from psychology intern and research assistant to the psychoanalytic tester and theoretician David Rapaport at the Menninger Clinic in the 1940s, through my career in psychological testing, my psychoanalytic training in the Western New England Institute, and my working successively at the Austen Riggs Center, Yale Department of Psychiatry, Yale Student Mental Health Center, Cornell Department of Psychiatry, and eventually private practice in New York City. During this period, I rose to the academic rank of Professor and the analytic position of Training Analyst. I have written extensively: first on testing, then more or less in turn on psychoanalytic ego psychology, action language for psychoanalysis, feminist issues, narrative in psychoanalysis, and the contemporary Kleinians of London. This memoir traces the intellectual continuity that characterizes these writings and my continuing development as a psychoanalyst—my first ambition and great love. [ABSTRACT FROM AUTHOR]

The article cites a report on the postgraduate experience and training of consultants in adult psychiatry conducted by the Royal Medico-Psychological Association in Great Britain. A questionnaire on postgraduate experience and training was circulated to a group of consultant psychiatrists in the country. Of the original 191, only 148 responded by returning a completed questionnaire. Respondents were grouped into four according to the type of institution in which they had received the main part of their training. One of the results showed that higher degrees were possessed by 29 of the teaching and university group, 17 of the 20 Maudsley group, and 32 of the 85 regional group.

The article discusses the specialists training for mental deficiency which was proposed by the sub committee of the mental deficiency section of the Royal Medico-Psychological Association in Great Britain. The committee recommended that the training of specialists should be based on psychiatry, at least six month in a hospital or department for mental illness. The postgraduate qualification should be ideally combined in all the aspects of psychiatry with one mental deficiency. In addition, the training facilities should be approved by the Ministry of Health. Those hospitals that provided training post should demonstrate excellent clinical practice and their facilities must correspond to their educational responsibilities.

The article discusses the development of postgraduate training scheme in psychiatry at Birmingham Regional Hospital Board in England. The essential principles underlying the scheme were the decentralization of postgraduate training and the advancement in all psychiatric hospitals in the area. The initiative included the appointment of postgraduate clinical tutors in a psychiatric hospital, the development of special functions in hospitals addition to its normal purpose, and the advancement and development of special training course for senior registrars in psychiatry.

The article discusses the results of a survey of psychiatrists and trainees in Western Australia to determine their level of familiarity with anti-N-methyl-D-aspartate receptor (anti-NMDAR) encephalitis. Topics covered include the increasing reporting of the disorder in the literature in recent years, a comparison of the survey results with a similar Japanese survey, and the findings which show the need for improving training in the area.

The article discusses developments within the Royal Australian and New Zealand College of Psychiatrists (RANZCP). It relates the author's experience of being a psychiatry trainee at the College. It also states the improvement of education and training at RANZCP, as well as the involvement of College with a range of coalitions and policy networks.