IT TAKES A TEAM TO DO IT RIGHT: UTILIZING AN INTERDISCIPLINARY TEAM TO SUPPORT THE PSYCHOTHERAPY TRAINING OF CHILD AND ADOLESCENT PSYCHIATRISTS

2020 ◽  
Vol 59 (10) ◽  
pp. S346
Author(s):  
Kelley Volpe ◽  
Liza Suarez ◽  
Lauren Cox
Keyword(s):  
Psychotherapy Training ◽  
Interdisciplinary Team ◽  
Child And Adolescent

Design and implementation of the child and adolescent psychoanalytic psychotherapy training programme by the International Psychotherapy Institute for Jiandanxinli

2021 ◽  
Vol 4 (2) ◽  
pp. 226-239
Author(s):  
Jill Savege Scharff
Keyword(s):  
Psychotherapy Training ◽  
Child And Adolescent ◽  
Training Programme ◽  
Psychoanalytic Psychotherapy ◽  
Educational Setting ◽  
Chinese Families ◽  
Design And Implementation ◽  
Teaching Technique ◽  
Consultation Group ◽  
Case Consultation

The author describes how her interest in China and Chinese families led her to direct an online two-year programme for training Chinese therapists in child and adolescent psychoanalytic psychotherapy. She sets her work in its social and professional context. She outlines the design and discusses modification in teaching technique to suit this educational setting, in which time must be allowed for translation from English to Chinese, and from conscious to unconscious. She illustrates a clinical case consultation group to show the group mind at work, and concludes with oral and written evaluation from participants.

Attitudes of Interdisciplinary Team Members Toward Speech-Language Services in Public Schools

1986 ◽  
Vol 17 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Lou Tomes ◽  
Dixie D. Sanger
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
Elementary School Principals ◽  
Team Member ◽  
Interdisciplinary Team ◽  
Survey Study ◽  
Language Programs ◽  
Team Members ◽  
Positive Attitudes ◽  
State Area

A survey study examined the attitudes of interdisciplinary team members toward public school speech-language programs. Perceptions of clinicians' communication skills and of the clarity of team member roles were also explored. Relationships between educators' attitudes toward our services and various variables relating to professional interactions were investigated. A 64-item questionnaire was completed by 346 randomly selected respondents from a two-state area. Classroom teachers of grades kindergarten through 3, teachers of grades 4 through 6, elementary school principals, school psychologists, and learning disabilities teachers comprised five professional categories which were sampled randomly. Analysis of the results revealed that educators generally had positive attitudes toward our services; however, there was some confusion regarding team member roles and clinicians' ability to provide management suggestions. Implications for school clinicians were discussed.

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