Cognitive-behavioral therapy for schizophrenia.
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Cognitive Behavioral Therapy↗
Biomedical subjects
Donna M Sudak
Publications and source records attributed to Donna M Sudak.
Cognitive behavioral therapy: a blueprint for attaining and assessing psychiatry resident competency.
BACKGROUND: The Residency Review Committee (RRC) for Psychiatry of the Accreditation Council on Graduate Medical Education (ACGME) now requires that all psychiatric residency programs demonstrate competency for all psychiatric residents in cognitive behavior therapy (CBT). OBJECTIVE: To increase awareness about specific knowledge, skills, and attitudes necessary to perform competent CBT, optimal teaching methods available to insure competency, and valid assessment tools and resources available to training programs. METHODS: Literature review and discussion of common features of successful training programs. RESULTS AND CONCLUSIONS: Training programs have resources and standardized methods of training, supervision, and assessment available to help residents meet the ACGME mandated competency requirements in CBT.
Accreditation↗
Readiness of psychiatry residency training programs to meet the ACGME requirements in cognitive-behavioral therapy.
The authors assessed the readiness of adult psychiatry residency programs to train residents in cognitive-behavioral therapy (CBT) prior to the January 2001 revision of program requirements by the Accreditation Council for Graduate Medical Education (ACGME). Adult residency training program directors were surveyed. Data analysis evaluated relationships between directors' confidence in CBT training and the program and faculty characteristics. Responses were received from 54.2% of programs. Half had no requirement for resident-performed CBT. Directors' confidence in CBT training was significantly related to didactic hours (P=0.041), psychotherapy hours (P=0.007), and ACT-certified faculty (P=0.035). A substantial lack of required training in CBT exists in least 25% of accredited programs. Assessing faculty credentials and working with specialty organizations recommended in this article could assist in developing better programs in CBT.
Journal Article↗
The media and suicide.
OBJECTIVE: The authors aim to inform readers of the theory that when newspapers, film, and television describe suicidal deaths, additional suicides may result by virtue of contagion or copy-cat effects; to review data that support and refute this theory; to present some promising and recommended ways to prevent copy-cat suicide; and to cite news-media examples of both particularly bad and good reporting. METHODS: A review of the literature on media-related suicide was conducted, which included reviewing materials published in scientific journals and data published by the U.S. Public Health Service, Centers for Disease Control, and materials from private, not-for-profit agencies. RESULTS: Data support an increased number of suicides resulting from media accounts of suicide that romanticize or dramatize the description of suicidal deaths. Specific guidelines for the media that may be able to decrease these additional deaths have been devised. CONCLUSION: Psychiatrists should be familiar with the harm that may result from improper reporting of suicide in the media since they may be called upon by reporters or family members following the suicide of one of their patients or following the suicide of a newsworthy person. Following the media guidelines available may prevent such contagion effects from occurring.
Humans↗