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Teaching evidence-based psychotherapies.

Margo Thienemann1, Shashank V Joshi

  • 1Psychiatry and Behavioral Sciences, Division of Child and Adolescent Psychiatry, Stanford University School of Medicine, 401 Quarry Road, Stanford, CA 94305-5719, USA. mthiene@stanford.edu

Child and Adolescent Psychiatric Clinics of North America
|December 5, 2006
PubMed
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This article explores evidence-based practices for training child psychiatrists in psychotherapy. It emphasizes the need for updated teaching methods to ensure competent and compassionate future clinicians in child psychiatry.

Area of Science:

  • Child and Adolescent Psychiatry
  • Psychotherapy Training
  • Medical Education

Background:

  • The field of child psychiatry is actively developing new methods for diagnosing and treating psychiatric disorders in young individuals.
  • There is a growing need to evaluate the effectiveness of current therapeutic interventions and teaching methodologies in child psychiatry.

Purpose of the Study:

  • To present evidence, ideas, and a guiding philosophy for training child psychiatrists in psychotherapies.
  • To discuss the evidence base for diagnosis and the active elements (specific and nonspecific) of child psychotherapy.
  • To highlight the importance of ongoing professional development for supervising psychiatrists in teaching methods.

Main Methods:

  • Review of existing evidence on diagnostic accuracy in child psychiatry.

Related Experiment Videos

  • Analysis of research supporting nonspecific and specific active elements in child psychotherapy.
  • Examination of evidence-based methods for training child psychiatrists.

    • Main Results:

    • The article provides a review of the evidence base for diagnosis and psychotherapy in child psychiatry.
    • It presents evidence supporting specific training methods for child psychiatrists.
    • The need for continuous learning in teaching methodologies for effective training is underscored.

    Conclusions:

    • Effective training of child psychiatrists requires a strong evidence base for both diagnosis and psychotherapy.
    • Supervising psychiatrists must stay current with advancements in teaching methods.
    • The ultimate goal is to train competent, curious, and compassionate child psychiatrists.