scholarly journals Team working in psychiatry

2005 ◽  
Vol 4 (12) ◽  
pp. 323-325
Author(s):  
Meena Agarwal

Potential workloads in child and adolescent psychiatry have led to discussions within the professions about 'who does what' and attempts to redefine the role of doctors. Dr Meena Agarwal, consultant in child and adolescent psychiatry, describes how such a model for working might be translated into adult psychiatry practice. It has implications for all consultants.

2021 ◽  
pp. 135910452110481
Author(s):  
Simon R. Wilkinson

The scientific basis for practice in child psychiatry has developed apace. And has thrown up several quandries for an accepted paradigm for good practice anchored to the diagnostic schema developed in adult psychiatry. This paper hopes to stimulate discussion about where alternative paradigms might lead us on a path to precision medicine as applied to child psychiatry.


1982 ◽  
Vol 45 (10) ◽  
pp. 330-334 ◽  
Author(s):  
Lily I. H. Jeffrey

Taking “The Way Ahead” Report as a basis for discussion, the author examines one clinical field. Child and Adolescent Psychiatry, from the point of view of Occupational Therapy's future development within this speciality over the next ten years. The aim of clinical excellence in any field is to provide essential and appropriate therapy for that client group, whether in geriatrics, mental handicap, neurology, paediatrics, etc. By presenting the past, present and future development of this one field, the author hopes that this will stimulate discussion regarding planning in all clinical specialities and bases her views on four main areas, the clinical role of the Occupational Therapist, correct staffing and facilities, post registration studies and research.


2007 ◽  
Vol 4 (2) ◽  
pp. 41-42 ◽  
Author(s):  
Pichet Udomratn

In Thailand, we have only two programmes for residency training in psychiatry: one is general or adult psychiatry, which takes 3 years to complete; the other is child and adolescent psychiatry, which takes 4 years. There are nine institutes that offer residency training but only three medical schools have the capacity to offer training in both general and child psychiatry (Table 1).


2021 ◽  
Author(s):  
Cristina Berchio ◽  

Event related potentials (ERPs) represent powerful tools to investigate cognitive functioning in child and adolescent psychiatry. So far, the available body of research has largely focused on advancements in analysis methods, with little attention given to the perspective of assessment. The aim of this brief report is to provide recommendations for cognitive ERPs assessment that can be applied across diagnostic categories in child and adolescent psychiatry. First, we discuss major issues for ERPs testing using examples from common psychiatric disorders. We conclude by summing up our recommendations for methodological standards and highlighting the potential role of ERPs in the field.


1978 ◽  
Vol 2 (7) ◽  
pp. 127-131 ◽  

This document, produced by the Child and Adolescent Psychiatry Section of the College, is aimed at administrators, trainees considering entering the specialty, and colleagues in other disciplines. Its purpose is to describe the role of child and adolescent psychiatrists today, who work largely as part of a multidisciplinary team and may be based in a hospital or in the community. There is increasing emphasis on community work: assessment, treatment and preventive work is carried out with children and their families in close liaison with mainly non-medical colleagues. Such multidisciplinary teamwork has many advantages, but presents delicate problems in ethics and organization. In what follows ‘child psychiatrist’ will be generally used to mean ‘child and adolescent psychiatrist’.


Author(s):  
Rebecca McKnight ◽  
Jonathan Price ◽  
John Geddes

Child and adolescent psychiatry is a broad dis­cipline relevant to any health professional who has regular contact with young people. Childhood emotional, behavioural, and developmental prob­lems are common, especially in children with other medical or social difficulties. This chapter aims to provide an approach to child mental health diffi­culties, while Chapter 32 deals with common and/ or important psychiatric disorders that are specific to childhood. You may find it helpful to revise some basic child development— this can be found in any general paediatrics text (see ‘Further reading’). An overview of the differences between child and adult psychiatry is shown in Box 17.1. As in adult psychiatry, diagnosis of psychiatric dis­orders often relies on the clinician being able to recog­nize variants of and the limits of normal behaviour and emotions. In children, problems should be classified as either a delay in, or a deviation from, the usual pattern of development. Sometimes problems are due to an excess of what is an inherently normal characteristic in young people (e.g. anger in oppositional defiance disorder), rather than a new phenomenon (e.g. hallu­cinations or self- harm) as is frequently seen in adults. There are four types of symptoms that typically pre­sent to child and adolescent psychiatry services: … 1 Emotional symptoms: anxiety, fears, obsessions, mood, sleep, appetite, somatization. 2 Behavioural disorders: defiant behaviour, aggression, antisocial behaviour, eating disorders. 3 Developmental delays: motor, speech, play, attention, bladder/ bowels, reading, writing and maths. 4 Relationship difficulties with other children or adults…. There will also be other presenting complaints which fit the usual presentation of an adult disorder (e.g. mania, psychosis), and these are classified as they would be in an adult. Occasionally, there will also be a situ­ation where the child is healthy, but the problem is ei­ther a parental illness, or abuse of the child by an adult. Learning disorders are covered in Chapter 19. Table 17.1 outlines specific psychiatric conditions diagnosed at less than 18 years, and Box 17.2 lists general psychiatric conditions that are also commonly found in children.


2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Eva Lindgren ◽  
Siv Söderberg ◽  
Lisa Skär

Young adults with mental illness who need continuing care when they turn 18 are referred from child and adolescent psychiatry to general adult psychiatry. During this process, young adults are undergoing multiple transitions as they come of age while they transfer to another unit in healthcare. The aim of this study was to explore expectations and experiences of transition from child and adolescent psychiatry to general adult psychiatry as narrated by young adults and relatives. Individual interviews were conducted with three young adults and six relatives and analysed according to grounded theory. The analysis resulted in a core category: managing transition with support, and three categories: being of age but not mature, walking out of security and into uncertainty, and feeling omitted and handling concerns. The young adults’ and relatives' main concerns were that they might be left out and feel uncertainty about the new situation during the transition process. To facilitate the transition process, individual care planning is needed. It is essential that young adults and relatives are participating in the process to be prepared for the changes and achieve a successful transition. Knowledge about the simultaneous processes seems to be an important issue for facilitating transition.


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