Psychotherapy Competencies: Development and Implementation

Abstract

New requirements by the Psychiatry Residency Review Committee of the Accreditation Council for Graduate Medical Education maintain that residents must be competent in five specified psychotherapies. This shift toward evidence-based education and assessment highlights psychotherapy as an integral part of a psychiatrist's training and identity, while introducing accountability of training programs, faculty, and individual residents. Training directors must now find the resources in faculty, patients, and residency teaching time to teach, supervise and assess residents so they graduate with competency. The American Association of Directors of Residency Training (AADPRT) appointed a Task Force on Competency to assist training directors with the new requirements. The Task Force, through the establishment of five workgroups, has written sample competencies for each required psychotherapy: brief, cognitive behavioral, psychodynamic, supportive and combined psychotherapy and psychopharmacology. In this article, the authors describe the historical context of the new requirements, and the goals, process and issues that arose in the development of the sample competencies.

Measuring Changes in Counselor Self-Efficacy: Further Validation and Implications for Training and Supervision

“…The current concern with competency-based training in the clinical professions requires supervisors and other clinical teachers to monitor more closely the development of their trainees (Mellman & Beresin, 2003). However, knowing what to observe as a marker of progress is critical.…”

La formation aux psychothérapies des internes en psychiatrie en France : résultats d’une analyse qualitative

“…Sa discussion, avec tout particulièrement le Collège national des universitaires en psychiatrie, devrait s'effectuer en relation avec les réflexions déjà menées ou en cours dans d'autres pays européens ou ailleurs dans le monde (Douglas, 2008) (Holmes, Mizen & Jacobs, 2007) (Mellman & Beresin, 2003) (Naber & Hohagen, 2008) (Nawka, Kuzman & Giacco, 2010) (Oakley & Malik, 2010) (Piper, 2004) (Roupret, Karila & Kerneis, 2010) (Shaley, 2007) (UEMS, 2009) (Weerasekera, Manring & Lynn, 2010) et ce, tout particulièrement avec ceux qui articulent étroitement cours théoriques, cours de présentation de cas, travail sur soi et pratique psychothérapeutique supervisée de façon approfondie (p. ex., en Allemagne une séance pour 4 heures de psychothérapie).…”

Intermittent Psychotherapy

“…As treatment progresses, considerable activity is required from both clinician and client. The worker's activity is directed toward maintaining emphasis on the focal issue and the therapeutic relationship (Mellman & Beresin, 2003). Being optimally active while avoiding overactivity is often a challenge.…”