Electives: Didactic Seminars

Electives-Didactic

RESIDENT’S JOURNAL CLUB

Contact: Jordan Smoller, M.D.

724-0835; [email protected]

Duration: Twelve months, once/month. In the past, the journal club has been held during Wednesday (seminar day) lunch and lunch has been provided.

Educational Goals: Residents will learn how to evaluate critically the psychiatric research literature through a discussion of resident-selected original research articles. Residents will learn and discuss:

1. Critical skills that are useful in evaluating the medical and psychiatric literature.

2. Basic principles of study design and analysis.

3. New findings in psychiatric research as reflected in the articles selected for discussion.

4. Issues involved in translating research findings into clinical practice.

Course Description: The journal club meets as a monthly one-hour meeting. An initial didactic session covering principles of interpreting studies in psychiatry is presented by Dr. Smoller. Thereafter, a pair of residents will be responsible for selecting and distributing an article of their choosing in advance of the monthly journal club.

Expectations: Residents will volunteer to present an article in pairs. The presenting pair will be responsible for distributing the article. Dr. Smoller will assist in identifying suitable discussants. Residents’ participation in discussion is important to the success (and fun) of the journal club. One or more PGY II residents may volunteer to serve as the Journal Club Resident Coordinator, to assist Dr. Smoller in overseeing the scheduling and functioning of the journal club.

DIAGNOSTIC INTERVIEWING SEMINAR

Contact: Jacqueline Olds

547-5920

Duration: July to June.

Educational Goals: By the end of the seminar, the resident will have:

1. Learned how to give and get feedback on interviewing technique from group.

2. Learned how to do an evaluation interview of a family coming in for a child psychiatry evaluation.

3. Seen about 15-20 “garden variety” clinic (child psychiatry) cases with a group and gotten long-term follow-up on them.

Course Description: We will meet as a teacher and group of residents once a week for 1 ¼ hours to evaluate a new case every two weeks. There will be two sessions for each new evaluation and residents will be assigned to do the write-up in rotation. First semester, the teacher will do the majority of the interviews while the residents will do them 2^nd semester.

Expectations: Each resident will do approximately 3-4 evaluations.

DIALECTICAL BEHAVIOR THERAPY

Contact: Nancy Lundy Ed.D

726-2641

Duration: Anywhere between three months to 3 years (individually negotiated).

Educational Goals: Interested clinicians-in-training will gain familiarity with DBT in this individually designed rotation.

Course Description: Participants can choose from a variety of options ranging from a didactic seminar, to attending the staff weekly consultation group, co-leading or observing a skills training group, supervised experience in individual DBT therapy or any combination of the a

Expectations: A commitment to regular attendance.

SCIENTIFIC WRITING SEMINAR *

Contact: Theodore A. Stern, MD

726-2984; [email protected]

Barbara Burns

[email protected]

Duration: The seminar meets every other week for one hour, however additional time for reading, writing, and editing is necessary. September through June.

Educational Goals: This seminar seeks to encourage participants to write; to enhance writing, reviewing, and editing skills; to encourage submission of articles to refereed journals; and to gain an understanding of the peer-review process.

Course Description: Participants (residents, fellows, and staff) will learn practical strategies regarding preparation, organization, and submission of articles. Each participant submits works in progress (e.g., case reports, clinical studies, literature reviews, grant applications, book reviews, book chapters) at the seminar; manuscripts are critiqued by all participants and feedback is offered on style, content, and scientific merit. In addition, suggestions will be provided as to the best audience for the manuscript. General writing strategies and specific pointers are provided.

Expectations: Each participant will submit one or more manuscripts (over the course of the year) for review by seminar participants; each participant will review the manuscript written by the presenting participant in advance of the meeting at which the manuscript will be presented.

*Ellie Hackett and Ted Stern will also be running a separate Scientific Writing Seminar for the Hospital's Clinical Research Center on Wednesdays during October, 1999, from 4-5 PM in the O'Keefe Auditorium. All are welcome.

BEGINNING FAMILY THERAPY

Contact: Lois Slovik, M.D.

726-2724; [email protected]

Duration: Weekly from September to June.

Educational Goals: Residents, child psychiatry fellows, adult and child psychology interns and social workers will learn how to think systematically whether working with individuals, couples, families or larger systems. At the conclusion of the course, residents will have gained confidence and flexible expertise (the ability, in other words, to operate from multiple perspectives) in working with families and other systems. To accomplish this, they will have learned how to:

1. Evaluate whether or not couple or family therapy is therapeutically necessary.

2. Introduce couple or family therapy as an option to an individual patient.

3. Do a couple or family evaluation.

4. Conduct a couple or family therapy in all three stages: creating an alliance with each family member, implementing successful therapeutic interventions and gracefully terminating the therapy.

5. Broaden the thinking to include the larger systems, i.e. extended family, schools, agencies, etc.

6. Intervene therapeutically with larger system(s).

7. Develop an understanding of the effect of ethnicity on family therapy.

8. Become knowledgeable about specific issues and how they affect the family, i.e. alcohol abuse, adoption, domestic violence, homosexuality, the (family) life cycle, etc.

Course Description: Residents will spend three hours per week as part of a Beginning Family Therapy elective.

1. Residents will spend one and half hours per week participating in a multidisciplinary, didactic, experiential seminar which explores multiple systemic theoretical perspectives and their resultant strategies and techniques. These include psychodynamic, narrative, structural, strategic, solution-focused and psychophysiological (the use of medication within a family treatment).

2. There will be an hour a week spent in group (not to exceed 3 persons per group) supervision. This will alternate with an hour and a half observed (live) family interview or ongoing family treatment.

3. Every other or every third week the group will operate as a “reflecting team” behind the one-way mirror and observe while a supervisor does a (live) family evaluation or consultation. This will necessitate an hour and a half session.

4. If the group desires, a supervisor will do an ongoing family therapy using the one way mirror.

5. The resident will be expected to do at least one family treatment. This is not an additional hour. It can be accrued as part of the resident’s required number of hours.

Expectations: The resident will attend the Friday morning lecture and the group supervision/live interview every week. Residents will see at least one couple or family in the ongoing therapy.

PSCYHOTHERAPY/ADVANCED EVALUATION SEMINAR

Contact: Joseph Schwartz, MD 965-2779/F:244-8149 [email protected]

Duration: One hour per week for the entire year. A commitment of several months is expected of each participant. A maximum of 5 residents may attend at one time.

Educational Goals: Residents will study psychotherapy process in the context of outpatient practice. They will learn to:

1. Perform in-depth psychodynamic evaluations and learn the components thereof.

2. Learn the value and limitation of the above in the therapy process.

3. Study the paradigms of how therapy helps and learn which paradigms apply to which of cases

Course Description: Residents will attend one hour per week. They will present cases to a small group and will do appropriate readings as they apply.

LAYERS OF PSYCHOANALYTIC THEORY

Contact: Max Day, M.D.; 332-8907

Educational Goals: We invite you to participate in a workshop on the many layers of psycho-analytic theory, examined archaeologically, as it were, layer by layer, as they developed. We will examine some of the original writings and current versions of the same theories. This will attempt to show how one layer developed gradually into another and how they are probably complementary rather than exclusive. We shall also look at some of the main techniques common to all layers of theory and the personalities of the theorists involved to see how they influenced the development of various layers of theory.

ANATOMY OF THE HUMAN BRAIN (2000-2001)

Contact: Tim Wheelock

Educational Goals: This seminar series, designed primarily for resident staff and basic researchers of the McLean community, is comprised of a series of lecture-demonstrations devoted to the detailed structure of the human brain. A wide variety of fixed human brain specimens drawn from McLean’s Harvard Brain Tissue Resource Center will be made available as well as folders given to each participant with pictures, diagrams, charts, digital camera images, and a bibliography to augment the physical specimens. The emphasis of this seminar series will be on relating structures to each other anatomically, histologically, and phylogenetically. For example, we will see how the striatum and amygdala are not separated structures but have a common phylogenetic origin. We will see how portions of the amygdala have the same two cell types of the basal ganglia. We will look for the elusive cell columns perhaps common to the striatum, thalamus and the cerebellum’s granule cell layer. We also will experiment with expanding our definition of motor behavior to include not just sensory motor, but also cognitive-, linguistic-, limbic-, and visceral motor. If this conception is valid, can the cerebellum be said to be coordinating thinking, feeling, and even the sense of self? Thus the series will have a connectionist, somewhat philosophical flavor to it, but it will always be grounded, first and foremost, in as much anatomical detail as possible. Such interpretation and an appreciation of the modular nature of what on the surface seems to be holistic experience.