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The Yale Manual for Psilocybin-Assisted Therapy of Depression provides researchers and therapists with methods, structure, and areas to consider regarding the use of psychedelic- assisted therapy in the treatment of Major Depressive Disorder (MDD). In particular, this manual illustrates a mode of utilizing Acceptance and Commitment Therapy (ACT) as a therapeutic framework for psilocybin-assisted therapy of depression.

Current research suggests that ketamine-assisted psychotherapy has benefit for the treatment of mental disorders. We report on the results of ketamine-assisted intensive outpatient psychotherapeutic treatment of a client with treatment-resistant, posttraumatic stress disorder (PTSD) as a result of experiences of racism and childhood sexual abuse. The client’s presenting symptoms included hypervigilance, social avoidance, feelings of hopelessness, and intense recollections. These symptoms impacted all areas of daily functioning. Psychoeducation was provided on how untreated intergenerational trauma, compounded by additional traumatic experiences, potentiated the client’s experience of PTSD and subsequent maladaptive coping mechanisms. Ketamine was administered four times over a 13-day span as an off-label, adjunct to psychotherapy. Therapeutic interventions and orientations utilized were mindfulness-based cognitive therapy (MBCT) and functional analytic psychotherapy (FAP). New skills were obtained in helping the client respond effectively to negative self-talk, catastrophic thinking, and feelings of helplessness. Treatment led to a significant reduction in symptoms after completion of the program, with gains maintained 4 months post-treatment. This case study demonstrates the effective use of ketamine as an adjunct to psychotherapy in treatment-resistant PTSD.

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Accessible SummaryWhat is known on the subject Stigma towards psychiatry and people with serious mental illness (SMI) is prevalent among healthcare providers and can adversely affect patient care. Internalized stigma among nurses can affect personal self‐care and limit help‐seeking behaviours. Stigma around mental health nursing can adversely affect recruitment into this already underserved field. What the paper adds to existing knowledge This is the first report on the adaptation and use in a nursing student sample of two widely used stigma‐related instruments that have been normed among medical students. The attitudes to psychiatry (ATP‐30) and the attitudes to mental illness (AMI) instruments proved sensitive to change and can be useful in tracking specific anti‐stigma curricular interventions. Interactive and participatory student activities in courses such as ours (that include simulation with standardized patients, clinical placements and patient interaction) need to be complemented by exposure to individuals with lived experience with mental illness in order to address stigmatized views of SMI. Nursing educators and fellow nurses willing to share their own experiences with mental illness—including diagnosis, health–seeking, treatment and recovery—may prove especially powerful and germane during nursing school. What are the implications for practice Even a strong academic curriculum is not sufficient to change stigmatized perceptions about mental illness, psychiatric care and mental health nursing as a profession. Comparison and potential synergy between ATP‐30, AMI and OMS‐HC (Opening Minds Scale for Health Care Providers) could prove fruitful in identifying a more comprehensive approach to stigma assessment over time. The addition of validated instruments, such as the Self‐Compassion Scale–Short Form (SCS–SF) and the Self‐Stigma of Seeking Help (SSOSH), which tap into internalized stigma and into health‐seeking behaviours and intervening barriers could prove particularly useful in evaluating innovative interventions for stigma‐decreasing initiatives in nursing education. Interactive and participatory didactic offerings need to be complemented by exposure to individuals with lived experience with mental illness and ideally to nursing educators and practicing nurses willing to share their histories of diagnosis, help‐seeking, treatment and recovery. AbstractIntroductionStigma towards psychiatry and to people with serious mental illness (SMI) is prevalent among healthcare providers and can adversely affect patient care. Such stigmatized views can adversely affect recruitment into the already underserved field of mental health nursing.Aim/questionWe adapted two stigma‐related instruments in a sample of nursing students and examined change in scores after participation in an eight‐week preclinical psychiatry curriculum. Our goal was to identify stigma‐malleable opportunities that would inform refinements in future iterations of a preclinical psychiatry curriculum in nursing.MethodWe made minor adaptations to the attitudes to psychiatry (ATP‐30) and the attitudes to mental illness (AMI) instruments. We invited first‐year nursing students to complete assessments at two time points: before and after completion of an eight‐week core course in preclinical psychiatry.ResultsSeventy‐one students completed the assessment at both time points. ATP‐30 and three of its eight subscale scores improved by course's endpoint. By contrast, AMI scores did not change. Compared with medical student published norms, nursing students in our sample had higher (less stigmatized) average scores.DiscussionThe ATP‐30 and the AMI can be easily adapted to a nursing student population and may prove useful in tracking specific anti‐stigma educational interventions.Implications for practiceA general psychiatry course during nursing school is, it and of itself, unlikely to change biased views about SMI and should be enhanced with exposure to, and interaction with individuals with lived experiences of mental illness, ideally by nurse educators and practicing nurses.

Introduction The mental status exam (MSE) is a structured approach to gathering a patient's behavioral and cognitive information. Analogous to the physical exam, it provides a template to collect clinical data in a systematic fashion. The MSE is a core competency of undergraduate medical education (UME) and an entrustable professional activity in clinical psychiatry. Methods We developed video clips of simulated patients depicting three adults respectively diagnosed with schizophrenia, obsessive-compulsive disorder, and bipolar disorder. We used three short video clips per condition to demonstrate an incremental number of psychiatric signs and symptoms. We used the nine video clips as calibrated stimuli for learners to identify components of the MSE using an online tool. Results We piloted this online exercise among 37 volunteer students. Experienced learners performed better than novice ones on overall identification of MSE components ( p <.001). Specifically, they were able to identify elements of the MSE following an ABC-STAMPS (appearance, behavior, cooperation; and speech, thought process and content, affect, mood, perceptions, suicidality) rubric. Discussion This video-based scoring tool was easy to implement in a UME setting and well received by students as a formative didactic exercise and educational complement.

Being overconfident in one’s abilities is connected to poor self-judgment and it is essential to find ways how to reduce this phenomenon. The aim of the study was to research whether the act of taking a reading literacy test can be an effective means of reducing the overconfidence effect in the sample of Slovak teachers. Using purposive sampling method, a sample of 225 teachers from across school levels was obtained. The levels of overestimation (OE) and overplacement (OPE) effects were compared before and after having undergone the reading literacy test. The results showed that even just taking the test can reduce OE and to a lesser degree also OPE in all participants regardless of the feedback, which was in contrast to the original belief that just the experience itself does not affect overconfidence. Greater reduction in OE was observed in less competent participants, whereas none was observed among the more competent. These results showed that experience is also a form of debiasing. Keywords: overconfidence effect, overestimation effect, effect of experience, debiasing overconfidence