Readiness of Psychiatry Residency Training Programs to Meet the ACGME Requirements in Cognitive-Behavioral Therapy

2002 ◽  
Vol 26 (2) ◽  
pp. 96-101 ◽  
Author(s):  
D. M. Sudak
Keyword(s):  
Cognitive Behavioral Therapy ◽  
Residency Training ◽  
Psychiatry Residency ◽  
Training Programs ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Psychiatry Residency Training

Characterization of Psychiatry Residency Training Programs

1990 ◽  
Vol 14 (2) ◽  
pp. 73-79
Author(s):  
J. Pierre Loebel ◽  
Douglas M. Brock ◽  
Craig S. Scott ◽  
D. Daniel Hunt
Keyword(s):  
Residency Training ◽  
Psychiatry Residency ◽  
Training Programs ◽  
Psychiatry Residency Training

scholarly journals A Preliminary Report on Resident Emergency Psychiatry Training From a Survey of Psychiatry Chief Residents

2011 ◽  
Vol 3 (1) ◽  
pp. 21-25 ◽  
Author(s):  
Jeffrey I Bennett ◽  
Kristina Dzara ◽  
Mir Nadeem Mazhar ◽  
Aniruddh Behere
Keyword(s):  
Residency Training ◽  
Psychiatry Residency ◽  
Training Programs ◽  
Chief Resident ◽  
Emergency Psychiatry ◽  
Psychiatric Residency Training ◽  
Psychiatry Residents ◽  
Psychiatry Training ◽  
Psychiatry Residency Training ◽  
Direct Supervision

Abstract Background The Accreditation Council for Graduate Medical Education (ACGME) requirements stipulate that psychiatry residents need to be educated in the area of emergency psychiatry. Existing research investigating the current state of this training is limited, and no research to date has assessed whether the ACGME Residency Review Committee requirements for psychiatry residency training are followed by psychiatry residency training programs. Methods We administered, to chief resident attendees of a national leadership conference, a 24-item paper survey on the types and amount of emergency psychiatry training provided by their psychiatric residency training programs. Descriptive statistics were used in the analysis. Results Of 154 surveys distributed, 111 were returned (72% response rate). Nearly one-third of chief resident respondents indicated that more than 50% of their program's emergency psychiatry training was provided during on-call periods. A minority indicated that they were aware of the ACGME program requirements for emergency psychiatry training. While training in emergency psychiatry occurred in many programs through rotations—different from the on-call period—direct supervision was available during on-call training only about one-third of the time. Conclusions The findings suggest that about one-third of psychiatry residency training programs do not adhere to the ACGME standards for emergency psychiatry training. Enhanced knowledge of the ACGME requirements may enhance psychiatry residents' understanding on how their programs are fulfilling the need for more emergency psychiatry training. Alternative settings to the on-call period for emergency psychiatry training are more likely to provide for direct supervision.

Coping With A Patient's Suicide: A Curriculum for Psychiatry Residency Training Programs

2012 ◽  
Vol 36 (1) ◽  
Author(s):  
Uma Lerner ◽  
Kristen Brooks ◽  
Dale E. McNiel ◽  
Robert J. Cramer ◽  
Ellen Haller
Keyword(s):  
Residency Training ◽  
Psychiatry Residency ◽  
Training Programs ◽  
Psychiatry Residency Training

scholarly journals CURRENT ISSUES OF COGNITIVE-BEHAVIORAL THERAPY

2021 ◽  
Vol 1 (13) ◽  
pp. 104-109
Author(s):  
Svitlana P. Derev’anko
Keyword(s):  
Cognitive Behavioral Therapy ◽  
Training Programs ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Third Wave ◽  
Cognitive Errors ◽  
Modern Life ◽  
Research Issues ◽  
The Third ◽  
The World

Prolonged instability of socio-political conditions and unpredictable transformations in the modern life of many countries of the world require from the average person realization of stress-protective abilities and constant activation of an adaptive reserve. These features of modern life make increased demands on psychotherapeutic practice. One of the most recognized modern methods of psychotherapeutic care around the world is cognitive-behavioral therapy, which is rapidly evolving and systematically updated with new data. We consider timely and relevant analysis of recent publications in the field of cognitive-behavioral therapy and identification of promising research topics that will serve as a basis for their further in-depth study. The purpose of the article is to determine the main directions and priority topics of research of cognitive-behavioral therapy at the present stage of its development (for the last 5 years during 2017-2021). During the research the methods of theoretical analysis of scientific sources on research issues were used; systematization, generalization of the analyzed data. According to the results of our study, two main areas were identified: theoretical and methodological (specified components of the “third wave” of cognitive-behavioral therapy; data on comparing the methodology of cognitive-behavioral therapy with other psychotherapeutic practices, including Gestalt therapy, Мusic therapy) and methodical (means of cognitive-behavioral therapy aimed at diagnosing cognitive errors – “Scale of emotional schemes of R. Likha” in adaptation by N. Sirota, questionnaire of cognitive errors by A. Freeman, R. DeVolf in adaptation by O. Bobrov and E. Faizrakhmanova, Scale of cognitive exposures R. Kovin in the adaptation of T. Kryukova, identified areas of implementation of modern training programs of cognitive-behavioral therapy – educational activities, family relationships). The obtained results can be applied in the education in order to update the work programs and educational literature on teaching the basics of cognitive-behavioral therapy. A review of current research on cognitive-behavioral therapy has shown that the priority topics of the theoretical and methodological direction are the latest trends of the third wave of cognitive-behavioral therapy, as well as a comparative analysis of cognitive-behavioral therapy and other psychotherapeutic practices. The most relevant topics of methodological direction are the development and adaptation of methodological tools of cognitive-behavioral therapy; improvement of technologies for conducting sessions of cognitive-behavioral therapy in clinical practice; introduction of training programs in the paradigm of cognitive-behavioral therapy in socio-pedagogical practice. It can be generalized that modern cognitive-behavioral therapy is intensively developed and updated in accordance with the requirements of the time (integration of approaches, Internet communication, mobile applications for cognitive-behavioral therapy).

Geriatric Training in Adult Psychiatry Residency Training Programs

1996 ◽  
Vol 20 (4) ◽  
pp. 226-231 ◽  
Author(s):  
Susan S. Levitte ◽  
Linda Ganzini ◽  
George A. Keepers
Keyword(s):  
Residency Training ◽  
Psychiatry Residency ◽  
Training Programs ◽  
Psychiatry Residency Training ◽  
Adult Psychiatry

Spirituality in psychiatry residency training programs

2001 ◽  
Vol 13 (2) ◽  
pp. 131-138 ◽  
Author(s):  
Christina M. Puchalski ◽  
David B. Larson ◽  
Francis G. Lu
Keyword(s):  
Residency Training ◽  
Psychiatry Residency ◽  
Training Programs ◽  
Psychiatry Residency Training

Spirituality in psychiatry residency training programs

2001 ◽  
Vol 13 (2) ◽  
pp. 131-138 ◽  
Author(s):  
Christina M. Puchalski ◽  
David B. Larson ◽  
Francis G. Lu
Keyword(s):  
Residency Training ◽  
Psychiatry Residency ◽  
Training Programs ◽  
Psychiatry Residency Training

Survey of the Cross-Cultural Content of U.S. Psychiatry Residency Training Programs.

1997 ◽  
Vol 3 (3) ◽  
pp. 215-218 ◽  
Author(s):  
F. M. Baker ◽  
Alison Bondurant ◽  
Charles Pinderhughes ◽  
Ruth Fuller ◽  
Samuel Kelley ◽  
...  
Keyword(s):  
Residency Training ◽  
Psychiatry Residency ◽  
Training Programs ◽  
Cross Cultural ◽  
Psychiatry Residency Training ◽  
The Cross ◽  
Cultural Content
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