Teaching evidence-based psychotherapies.
Currently our field is actively involved in developing new ways to characterize and treat children and adolescents with psychiatric disorders and in evaluating the effects of our therapies. We also are beginning to examine the effectiveness of our teaching methods. This article presents evidence for, ideas about, and a philosophy to guide individuals who are privileged to train child psychiatrists in psychotherapies. Specifically, it discusses the issues of the evidence base for diagnosis and for nonspecific and specific active elements of child psychotherapy. Evidence for methods of training is presented. The article addressed the need for supervising psychiatrists to keep abreast of developments in teaching methods so that we can best train competent, curious, and compassionate child psychiatrists.
Thienemann
Margo
M
Psychiatry 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
Joshi
Shashank V
SV
D000068:Accreditation; D000293:Adolescent; D000296:Adolescent Psychiatry / Q000193:education*; D002648:Child; D002665:Child Psychiatry / Q000193:education*; D002983:Clinical Competence; D003479:Curriculum; D004059:Diffusion of Innovation; D004503:Education, Medical, Graduate; D019317:Evidence-Based Medicine; D005260:Female; D006801:Humans; D008297:Male; D001523:Mental Disorders / Q000175:diagnosis / Q000523:psychology / Q000628:therapy; D011575:Psychoanalytic Therapy / Q000193:education; D011600:Psychopharmacology / Q000193:education; D011613:Psychotherapy / Q000193:education*; D012106:Research / Q000193:education; D013044:Specialty Boards