Psychotherapy education and practice during RANZCP training: an intergenerational problem

2021 ◽  
pp. 103985622110462
Author(s):  
Malcolm Forbes ◽  
Jessica Green
Keyword(s):  
Psychotherapy Education

scholarly journals Advances in Psychotherapy Education

2004 ◽  
Vol 49 (4) ◽  
pp. 230-237 ◽  
Author(s):  
Paula Ravitz ◽  
Ivan Silver
Keyword(s):  
Psychotherapy Education

Thinking Outside of Outpatient: Underutilized Settings for Psychotherapy Education

2016 ◽  
Vol 41 (1) ◽  
pp. 16-19 ◽  
Author(s):  
Philip Blumenshine ◽  
Alison E. Lenet ◽  
Lauren K. Havel ◽  
Melissa R. Arbuckle ◽  
Deborah L. Cabaniss
Keyword(s):  
Psychotherapy Education

Denial and Rehabilitation of the Post-Infarction Patient

1978 ◽  
Vol 8 (2) ◽  
pp. 125-132 ◽  
Author(s):  
Paul H. Soloff
Keyword(s):  
Acute Phase ◽  
Early Recognition ◽  
Psychological Benefits ◽  
Supportive Psychotherapy ◽  
Cardiovascular Rehabilitation ◽  
Coronary Patients ◽  
Psychotherapy Education ◽  
Coronary Care ◽  
Paranoid Psychosis

The use of denial has been widely accepted as an adaptive and protective coping mechanism in the acute phase of myocardial infarction. Although instrumental in lowering anxiety and mortality in the acute phase of coronary care, the use of denial creates hazards for the patient in convalescence. These hazards, not well known to intensive care personnel but all too apparent to the liaison psychiatrist working in cardiovascular rehabilitation, include a high vulnerability to disruptive anxiety and even psychosis at times of transition from greater to lesser intensity nursing care and a maladaptive resistance to rehabilitation efforts in convalescence. Failure of denial under the stress of transition may produce a transient paranoid psychosis with a clear sensorium, a variant of Abram's “cardiac psychosis.” Maintenance of the defense in convalescence leads to noncompliance with medical advice and rejection of rehabilitation efforts, increasing the risk of reinfarction. A case report is presented illustrating both hazards. Recommendations for management include early recognition, supportive psychotherapy, education and mobilization in the acute phase of coronary care. Cardiovascular conditioning and reshaping of risk factors follow in convalescence. The physical and psychological benefits of this approach are reviewed. The adaptive value of denial in coronary patients is challenged from the long-term perspective of rehabilitation.

Lessons Learned from Leading a Canadian Psychotherapy Medical Education Program

2016 ◽  
Vol 33 (S1) ◽  
pp. S437-S438
Author(s):  
G. Radu ◽  
N. Harris ◽  
G.E. Harris
Keyword(s):  
Royal College ◽  
Education Program ◽  
Video Recording ◽  
Lessons Learned ◽  
Future Research ◽  
Innovative Strategies ◽  
Training Requirements ◽  
Medical Education Program ◽  
Psychotherapy Education

IntroductionUnder Canadian training requirements, psychiatry residents must demonstrate proficiency in various psychotherapy modalities such as cognitive behavior therapy and psychoanalytic psychotherapy.ObjectiveBuilding from an earlier case study of the development of a comprehensive psychotherapy education program, the current presentation explores lessons learned from the ongoing delivery of this program to psychiatrists in training. Innovative strategies, opportunities, challenges and current outcomes on the delivery of this program are explored through a case study framework. The design, implementation and ongoing operation of the psychotherapy education program are based on the Royal College of Physicians of Canada specialty training requirements in psychiatry.MethodsIn the context of the case study framework, a Canadian psychotherapy training program for psychiatrists in training is analysed. The psychotherapy education model is designed and operated to offer a gradual and integrated educational and clinical experience in psychotherapy over four years of training.ResultsThe psychotherapy education program was investigated to explore new frameworks and innovative strategies of delivery and operation. Among the lessons learned were the need to maintain formally structured, modality specific teaching and supervision, video recording of sessions in supervision, provision of additional protected psychotherapy time, access to online training resources and utilization of non-physician mental health experts.ConclusionsThis presentation will investigate the ongoing insights emerging from managing delivery of different psychotherapy competencies to psychiatrists in training in a Royal College of Physicians of Canada accredited program. Implications for training, practice and future research will be discussed.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Machine Learning in Clinical Psychology and Psychotherapy Education: A Survey of Postgraduate Students at a Swiss University

2020 ◽  
Author(s):  
Charlotte Blease ◽  
Anna Kharko ◽  
Marco Annoni ◽  
Jens Gaab ◽  
Cosima Locher
Keyword(s):  
Mental Health ◽  
Machine Learning ◽  
Health Care ◽  
Mental Health Care ◽  
Clinical Psychology ◽  
Big Data Analytics ◽  
Mental Healthcare ◽  
Convenience Sample ◽  
Postgraduate Students ◽  
Psychotherapy Education

AbstractBackgroundThere is increasing use of for machine learning-enabled tools (e.g., psychotherapy apps) in mental health care.ObjectiveThis study aimed to explore postgraduate clinical psychology and psychotherapy students’ familiarity and formal exposure to topics related to artificial intelligence and machine learning (AI/ML) during their studies.MethodsIn April-June 2020, we conducted a mixed-methods web-based survey using a convenience sample of 120 clinical psychology and psychotherapy enrolled in a two-year Masters’ program students at a Swiss university.ResultsIn total 37 students responded (response rate: 37/120, 31%). Among the respondents, 73% (n=27) intended to enter a mental health profession. Among the students 97% reported that they had heard of the term ‘machine learning,’ and 78% reported that they were familiar with the concept of ‘big data analytics’. Students estimated 18.61/3600 hours, or 0.52% of their program would be spent on AI/ML education. Around half (46%) reported that they intended to learn about AI/ML as it pertained to mental health care. On 5-point Likert scale, students moderately agreed (median=4) that AI/M should be part of clinical psychology/psychotherapy education.ConclusionsEducation programs in clinical psychology/psychotherapy may lag developments in AI/ML-enabled tools in mental healthcare. This survey of postgraduate clinical psychology and psychotherapy students raises questions about how curricula could be enhanced to better prepare clinical psychology/psychotherapy trainees to engage in constructive debate about ethical and evidence-based issues pertaining to AI/ML tools, and in guiding patients on the use of online mental health services and apps.

scholarly journals Vierzig Jahre Gesellschaft für Gestalttheorie: Der wissenschaftliche Ertrag

2018 ◽  
Vol 40 (3) ◽  
pp. 257-280
Author(s):  
Hellmuth Metz-Göckel
Keyword(s):  
Language Development ◽  
Basic Knowledge ◽  
Theoretical Research ◽  
Gestalt Theory ◽  
40Th Anniversary ◽  
Wide Range ◽  
Recent Developments ◽  
Psychotherapy Education ◽  
Great Relevance ◽  
Selection Of

Abstract The Society for Gestalt Theory and its Applications (GTA) is celebrating its 40th anniversary this year. The task of this article was to give a selection of gestalt theoretical research, which was created within the framework of the GTA. After a brief introduction to the theory, recent developments that have emerged since the founding of the Society and have found expression in the journal Gestalt Theory, as well as in many other publications, have been discussed. A number of contributions to the fundamental area could be cited: consciousness research, multifield approach, synergetics, language, development, and so on. The transfer of basic knowledge to a number of application-oriented disciplines, namely, psychotherapy, education, arts, culture, nation and society, organizations, and so on, has been presented. The article has shown that Gestalt theory has great relevance in both basic and application-related areas and can cover a wide range of issues.

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