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At least 19 recordsLinked to original sources
PubMed1978

Reliability of the Group for Advancement of Psychiatry Diagnostic Categories in Child Psychiatry.

A total of 403 multiple diagnoses were independently assigned to 41 patient protocols by 73 psychiatrists, psychologists, and social workers to determine the levels of interrater reliability of the Group for the Advancement of Psychiatry (GAP) diagnostic categories. With the exception of the psychotic disorders category, these diagnostic categories were found to have low levels of interdiagnostician reliability. Differences in the reliabilities across disciplines and levels of training were found. It is noted, however, that neither years of experience, kind of training, nor direct contact with the patient can be regarded as a substitute for improvements in the classification system itself. The importance of a reliable classification system for child psychiatry is emphasized and suggestions for improvements in the present GAP system are made.

Child↗
PubMed1975

[Family psychiatry, transactional systems, and the frontiers of child psychiatry].

Family therapists, seen as emphasizing interventions leading to change in family structure and in sequences of behaviour, have been searching for an integrated concept which transactional systems theory seems to offer. It takes into account small group theory, social role theory, communications theory, and general system theory, which are linked to psychic, somatic, socio-cultural, politico-economic, and ecological factors. This idea of interlinked, open systems which influence each other is used as a viewpoint for examining the frontiers of child psychiatry. Adult patients often have children who are affected by their parents' treatment, and child psychiatrists often intervene with adults. Similarly, the boundaries between psychiatry and the para-medical professions have grown less distinct as we have become aware of more elements to assess in each case, and as the number of therapeutic techniques and possible interventions increase. The problem of defining child psychiatry is discussed, as is psychiatric training, in terms of the difficulty in integrating the many theoretical and practical levels.

Child Psychiatry↗
PubMed1977

Learning child psychiatry skills on the adult inpatient service.

Integration of child psychiatry training into general psychiatric residency programs is often unsuccessful. The authors describe an innovative model of training in child psychiatry that involves the children of adult inpatients. This model offers several advantages: splitting of child-adult psychiatric training is avoided, child diagnostic and evaluative skills tend to be learned rapidly, preventive orientations develop, and family process is both learned and used. Preliminary experience with this model on two inpatient services suggests that it is both didactically effective and economical in child psychiatry staff hours.

Adolescent↗
PubMed1979

Effects of a program for evaluating child psychiatry fellows.

The authors describe their experience with the implementation of a systematic evaluation of child psychiatry fellows and adult psychiatry residents rotating through a child psychiatry program. They found that the semiannual evaluations not only defined the competence of fellows and residents but also enhanced the program by pointing out areas of weakness. The evaluation process had many other beneficial effects on the program, the faculty, the child psychiatry fellows, and the adult psychiatry residents.

Adult↗
PubMed1978

Child psychiatry: what it is all about.

This paper discusses the history of child psychiatry, and outlines the role and training of a child psychiatrist. Case histories are introduced as illustrations of the factors with which both therapist and patient have to contend during the course of their relationship.

Adolescent↗
PubMed1979

Child psychiatry education for general residents.

There is continuing debate about what child psychiatry experiences should be included in a general residency. The author describes the program at the University of Michigan in an effort to provide some insights into the interface between child psychiatry and general residency training. This program is unique in several respects: a 12-month rotation in child psychiatry is offered, and the faculty size and budget of the youth services are comparable to those of the adult services. A survey of all residents and faculty pointed up numerous disagreements as to the length of the rotation and priorities in curriculum. The author discusses the influence of the various competitive processes on the educational program.

Adolescent↗
PubMed1976

The teaching of child psychiatry in U.S. medical schools: results of a survey.

The major results of this survey are that most schools have special programs in child psychiatry and that these are distinct from the adult psychiatry course. The course content involves clinical evaluation of children, information on child development and psychopathology, assigned reading, and liaison with pediatrics. Most schools have full-time psychiatrists on their faculty, and the child psychiatry course is taught by child psychiatrists; but less than 20 percent of the psychiatric faculty are child psychiatrists in a majority of the schools in the country. Finally, although evaluation by students and faculty is common in most of the schools, only slightly more than one-third of the institutions gave grades in child psychiatry and slightly fewer than one-third gave examinations in this subject.

Child Psychiatry↗
PubMed1975

[Nosography in child psychiatry].

There is an important jeopardizing factor for all nosological classificatory systems, in general Psychiatry as well as in child Psychiatry: the lack of a universally valid basis for defining concepts of "normal" and "pathological". Both stem from social patterns, values, culture and organization. Thus, they vary widely in different countries and communities. In order to attain the much needed general nosological criteria, the starting point is to our mind, a scientific comprehensive conception of man in the midst of a social environment. Pathological phenomena are usually located either in biological, psychological or sociological domains, but they are all-pervading and affect man in the whole. Taking into account that the same can be said about children, we discuss in this paper one classificatory system proposed by Telma Reca M. D. and modified by the author. Following the gravitation of the main aethiological factors, four categories are proposed: a. Psychogenetical diseases: regular or reactive developmental disturbances; acute anxiety; neurotic traits; fully developed neurosis, and psychosomatic disturbances of neurotic origin; speech disturbances of a pure psychological nature, etc. b. Psychical disorders derived from physical diseases: acute confusional or delusional states; mental retardation; epilepsy; minimal cerebral disfunction; learning difficulties derived from injuries or/and genetic deficiencies, etc. c. Psychical disorders derived from social problems: bad nourishment, disturbed sleep, faulty or disorderly sexual behaviour; poor or disturbed performance at school or in social groups, etc. d. Disorders caused by several factors: psychotic traits; psychosis; psychopathic behaviour; lack of maturity according to chronological age; congenital personality disorders, etc.

Child Psychiatry↗
PubMed1977

Child psychiatry and pediatrics: the state of the relationship.

A great deal of attention has been focused on the notion that child psychiatry and pediatrics should develop strong ties. Yet, a review of the literature suggests that, in spite of exhortations to the contrary, little true collaboration has developed between the two disciplines. This study surveys the major pediatric teaching and training centers throughout the country in an attempt to assess the current state of the relationship between child psychiatry and pediatrics. Of the 82 centers surveyed, 68% responded. Although enthusiasm and desire for closer collaboration were expressed repeatedly, actual successful efforts remain minimal. Psychiatric consultations on pediatric inpatient units continue to be the predominant child psychiatry service provided. A method for achieving closer relationships between the two disciplines is proposed.

Curriculum↗