By Kalman Flomenhaft Ph.D. (auth.), Kalman Flomenhaft, Adolph E. Christ (eds.)
This quantity on kinfolk treatment education, edited by way of Kalman Flomenhaft, Ph. D. and Adolph E. Christ, M. D. , is the outgrowth of a profitable convention on kin treatment within the education of kid Psychiatrists subsidized by means of the dept of Psychiatry on the Downstate scientific middle on December eight and nine, 1978. The attendance and enthusiastic participation at this convention mirrored the starting to be curiosity at the a part of psychiatrists and different psychological overall healthiness execs within the concept, perform, and educating of family members remedy. That the convention was once held in any respect presupposed the price that psychiatric educators are attaching to the incorporation of relatives remedy educating within the academic improvement of psychiatrists. whereas the convention was once devoted to relations remedy education for baby psychiatrists, this quantity is broadened to incorporate kin remedy education for all psychiatrists and psychological future health profes sionals. a number of the chapters delineate the problems within the instructing of relations remedy, either theoretical and functional. The richness of the chapters that stick to grows out of the intensity of functional adventure of a number of the authors in constructing kin remedy education in demonstrated courses the place resistance to new rules in addition to structural alterations in curriculum are predictable. the character of either the theoretical and useful facets of such resistances is easily defined. The authors additionally emphasize what's required to release a winning education software in baby psychiatry, stressing the significance of appealing function versions as lecturers of kin therapy.
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Extra info for The Challenge of Family Therapy: A Dialogue for Child Psychiatric Educators
Sample text
Whereas the advanced seminar may focus on the issues of the middle or termination phases of family therapy, the beginner's seminar tends to focus on the early phases of treatment. Eventually, however, there will be a need for a third kind of seminar with the increasing numbers of trained faculty persons supervising family therapy within the child psychiatry program. This is for faculty members who may have taught child psychiatry for years, but who have never taught family therapy before. Its focus is to share their dilemmas and questions with one another.
Perhaps, we were not merely rebelling against the prevalent ideology of the hospital, but also against other authorities. The study group attempted to interview at least one family a week together, and some members soon began to work with whole families. There was considerable administrative concern about "wild family therapy without supervision" when in fact, it was the case of the lame leading the blind. However, the administration was also reassured by the fact that the only patients being seen in this curious form of therapy were viewed as untreatable by the rest of the staff.
From the point of view of providing service to the patients, it is well to have an approximately equal number of students at various levels of competence in the clinic at anyone time. In many university settings, it is not feasible to have faculty members carry a heavy case load because of their teaching responsibilities, nor is it usually financially possible to have a large backup clinical staff to supplement the work of trainees. Therefore, at certain times of the year, when teaching programs are coming to an end or when an influx of new trainees is expected, temporary waiting lists have to be employed where cases can be kept on reserve for as much as one or two months in order to fit the treatment processes into the available therapeutic competence levels of trainees.