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Journal articles on the topic 'Communication in psychiatry'
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McLaren, P. M., J. P. Watson, A. B. Summerfield, and M. Lipsedge. "Interactive television in psychiatry." Psychiatric Bulletin 16, no. 5 (May 1992): 288–91. http://dx.doi.org/10.1192/pb.16.5.288.
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Population movements away from large cities and congestion in urban areas create problems for the delivery of psychiatric care which are compounded by the move towards greater care in the community. These developing service patterns require adequate methods of communication between service components. There is a proliferation of new technology offering opportunities for improved national and international communication in psychiatry as in other branches of medicine. It will be important to decide which technological innovations will improve the efficiency of service delivery rather than end up as expensive ‘gadgets’, or solutions looking for problems to solve. In this paper the use of interactive television in psychiatry is reviewed and the implications for the evaluation of new communications technology are discussed.
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Priebe, S., S. Dimic, C. Wildgrube, J. Jankovic, A. Cushing, and R. McCabe. "Good communication in psychiatry – a conceptual review." European Psychiatry 26, no. 7 (October 2011): 403–7. http://dx.doi.org/10.1016/j.eurpsy.2010.07.010.
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AbstractBackgroundThe communication between clinician and patient is the basis of psychiatric treatment. However, there has been little practical attention to training in it, and no specific theory of what constitutes good communication in psychiatry has been developed. This review aims to identify principles that guide good communication.MethodsA conceptual review of guiding principles for how clinicians should communicate with patients to achieve clinical objectives in psychiatry.ResultsFive guiding principles for clinicians were identified: a focus on the patient's concerns; positive regard and personal respect; appropriate involvement of patients in decision making; genuineness with a personal touch; and the use of a psychological treatment model.ConclusionsThe principles are mostly generic, but their implementation can be particularly challenging in psychiatry. They may guide further empirical research on effective communication in psychiatry and be utilised using different personal skills of clinicians.
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Galasiński, Dariusz, and Justyna Ziółkowska. "Managing the communication channel. Discursive representations of clinical communication in forensic psychiatric reports." Qualitative Health Communication 1, no. 1 (January 25, 2022): 134–50. http://dx.doi.org/10.7146/qhc.v1i1.130374.
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Background: Forensic reports require clinicians’ presence as an agent in court-ordered forensic assessment.Aim: We focus on discursive representations of clinical communication in forensic psychiatric reports.Methods: We perform a critical discourse analysis of 142 forensic assessment reports for 33 patients detained and hospitalized on forensic wards in three hospitals in the southwest of Poland. Results: Clinical communication is constructed as controlled by the clinician. All references to patients’ communication are anchored in interpretation by the clinician. While the speaking patient is explicitly constructed as a communicator, the clinician her/himself is only very rarely represented as personally communicating, invoking an impersonal voice of institutional medicine. Discussion: Our study offers insight into the role of communication is forensic psychiatry as serving the clinician to construct an institutionally useful account of the patient. In contrast to psychiatry’s pronouncements, communication is not a means for a clinical dialogue, but for an institutional monologue. Conclusion: The results of our qualitative study are useful as do not only examine how things are done in forensic psychiatry, but also what it means in its context.
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Ayub, Muhammad, and M. Iqbal Afridi. "Communication Skills in Group Psychoeducation." BJPsych Open 8, S1 (June 2022): S85. http://dx.doi.org/10.1192/bjo.2022.274.
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AimsTo Improve the mental health of psychiatric inpatients and caregivers. To improve communication skills of postgraduate trainees.MethodsSetting; Consented, monitoring and observation of communication skills during weekly, inpatient Psychoeducation sessions at Department of Psychiatry and Behavioural Sciences, JPMC, Karachi.Data collection; Retrospective, communication skill records of postgraduate trainees from last 10 sessions from July 2019 to October, 2020. Based on a 13-items self-made questionnaire for communication skill. The overall communication skills of each postgraduate trainee were recorded from excellent, very good, good, improvement needed and lots of improvement needed category based on their performance.ResultsCurrent practice showed that communication skills of 70% of postgraduate trainees were recorded as very good communication skill, 30% into excellent while none was noticed in another category.Re-audit: It was started soon after implementation of action plan from November, 2019 to January, 2020, with monitoring of weekly inpatient psychoeducation sessions similarly as done previously. The result of reaudit concluded significant improvement in individual and overall communication skill which were recorded as very good 50% and excellent 50% and none had other poorer categories of communications Skills.ConclusionIndividual feedbacks to doctors immediately after the psychotherapy session according to the audit tool questionnaire to improve current communication skills.
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Ditton-Phare, Philippa, Sean Halpin, Harsimrat Sandhu, Brian Kelly, Marina Vamos, Sue Outram, Carma L. Bylund, et al. "Communication skills in psychiatry training." Australasian Psychiatry 23, no. 4 (August 2015): 429–31. http://dx.doi.org/10.1177/1039856215590026.
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Thomas, Philip, and William Fraser. "Linguistics, Human Communication and Psychiatry." British Journal of Psychiatry 165, no. 5 (November 1994): 585–92. http://dx.doi.org/10.1192/bjp.165.5.585.
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BackgroundPsycholinguistics and sociolinguistics have extended our understanding of the abnormal communication seen in psychosis, as well as that of people with autism and Asperger's syndrome. Psycholinguistics has the potential to increase the explanatory power of cognitive and neuropsychological approaches to psychosis and new methods of assessment and therapy are now being developed, based on linguistic theory.MethodMEDLINE literature search was used.ResultsOf 205 relevant articles identified, 65 were selected for review.ConclusionsGreater familiarity with linguistic theory could improve psychiatrists' assessment skills and their understanding of the relevance of human communication to the new cognitive models of psychosis.
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Molina, María Eugenia. "Communication interculturelle en psychiatrie: enjeux linguistiques." Travaux neuchâtelois de linguistique, no. 36 (June 1, 2002): 101–12. http://dx.doi.org/10.26034/tranel.2002.2576.
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Intercultural communication in hospitals has already been the object of many inter-disciplinary studies. In the present article, my analysis will focus on two aspects: first, intercultural communication in psychiatry, and secondly, their linguistic consequences. I am interested in an approach of the «intercultural» notion that strives to identify knowledge and understanding. This is a similar approach in psychiatric consultation during which decoding the subjects’ implications and negotiations are used for constructing not only inter-comprehension but also the means for recovery.
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Pereira, Izadora De Sousa, Amanda Plácido da Silva Macêdo, Ivna Celli Assunção de Sá, Larissa Melo Moreira, and Modesto Leite Rolim Neto. "Social Psychiatry and the demand for Mental Health Services: Some caution is valid?" Amadeus International Multidisciplinary Journal 4, no. 7 (October 27, 2019): 196–202. http://dx.doi.org/10.14295/aimj.v4i7.90.
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Mental health in the interface with social psychiatryis a constantly evolving field. Psychiatry faces major challenges. The therapeutic relationship remains paramount. Methods: A Short Communication that focus the informational spaces of professional interests, many new ideas and concepts what are issued under the banner of "social psychiatry.". Include: discovery or development of new information’s, novelty in modeling scientific and channels of information. Results: The evidences emphasize that Mental illness and interventions in psychiatry should be considered in the of social context where patients live and factors they face on a daily basis. There’s a need for greater numbers of psychiatrists. Limitations: As Short Communications are expected to have higher than average impact on the field rather than report on incremental research, they will receive prioritized and rapid publication. Conclusion: Social values and concepts have played a central role in the history of mental health care, allowing more focus on possible environmental causes or factors. Keywords: Social Psychiatryis; Mental Health; Therapeutic Relationship.
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Chanut, Florence, Thomas G. Brown, and Maurice Dongier. "Motivational Interviewing and Clinical Psychiatry." Canadian Journal of Psychiatry 50, no. 9 (August 2005): 548–54. http://dx.doi.org/10.1177/070674370505000908.
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Objectives: Our objectives were as follows: 1) to survey the literature on motivational interviewing (MI), “a client-centered yet directive method for enhancing intrinsic motivation to change by exploring and resolving client ambivalence” and a well-established method of brief intervention, especially in the field of addictions treatment; 2) to review hypotheses about its mode of action; and 3) to discuss its possible impact on clinical psychiatry, in particular, on teaching communications skills. Method: Literature reviews and metaanalyses of numerous clinical trials of MI for addictions treatment have already been published and are briefly summarized. So far, no literature survey exists for MI applied to psychiatric patients. This review is limited to a synthesis of the articles relevant to psychiatry and to comments based on our team's experiences with MI. Results: There is no evidence that MI achieves better results than other established techniques for treating addictions; it may simply work faster. The explanation for the method's rapid effectiveness remains speculative. Outcomes concerning the application of MI to psychiatric patients, although preliminary, are promising. Methods of assessing the integrity of MI treatment are more developed than in most psychotherapies, which permits the learning progress of trainees to be measured. Conclusions: MI offers a complement to usual psychiatric procedures. It may be worthwhile to teach it, not only for addictions but also for other broad treatment issues, such as enhancing patients' medication compliance and professionals' communication skills. Questions remain concerning MI's feasibility in psychiatry settings.
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Chanut, Florence, Thomas G. Brown, and Maurice Dongier. "Motivational Interviewing and Clinical Psychiatry." Canadian Journal of Psychiatry 50, no. 11 (October 2005): 715–21. http://dx.doi.org/10.1177/070674370505001111.
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Objectives: Our objectives were as follows: 1) to survey the literature on motivational interviewing (MI), “a client-centered yet directive method for enhancing intrinsic motivation to change by exploring and resolving client ambivalence” and a well-established method of brief intervention, especially in the field of addictions treatment; 2) to review hypotheses about its mode of action; and 3) to discuss its possible impact on clinical psychiatry, in particular, on teaching communications skills. Method: Literature reviews and metaanalyses of numerous clinical trials of MI for addictions treatment have already been published and are briefly summarized. So far, no literature survey exists for MI applied to psychiatric patients. This review is limited to a synthesis of the articles relevant to psychiatry and to comments based on our team's experiences with MI. Results: There is no evidence that MI achieves better results than other established techniques for treating addictions; it may simply work faster. The explanation for the method's rapid effectiveness remains speculative. Outcomes concerning the application of MI to psychiatric patients, although preliminary, are promising. Methods of assessing the integrity of MI treatment are more developed than in most psychotherapies, which permits the learning progress of trainees to be measured. Conclusions: MI offers a complement to usual psychiatric procedures. It may be worthwhile to teach it, not only for addictions but also for other broad treatment issues, such as enhancing patients' medication compliance and professionals' communication skills. Questions remain concerning MI's feasibility in psychiatry settings.
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Kortmann, F. "Problems in communication in transcultural psychiatry." Acta Psychiatrica Scandinavica 75, no. 6 (June 1987): 563–70. http://dx.doi.org/10.1111/j.1600-0447.1987.tb02836.x.
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Matson, Johnny L. "Speech and communication problems in psychiatry." Research in Developmental Disabilities 13, no. 6 (November 1992): 553–54. http://dx.doi.org/10.1016/0891-4222(92)90050-g.
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Winfield, Sarah, and Declan Hyland. "A literature review of whether communication skills specific to psychiatry are being taught to medical undergraduates around the world." BJPsych Open 7, S1 (June 2021): S301—S302. http://dx.doi.org/10.1192/bjo.2021.797.
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AimsThe ability to communicate effectively is an imperative skill for clinicians to master as doctor-patient communication is one of the most essential dynamics in health care. Patients with a mental disorder present a unique challenge for doctors with regards to effective communication due to the nature of their illness.This literature review aimed to determine whether medical undergraduates around the world are taught psychiatric communication skills.MethodIn January 2021, the following electronic databases were searched for articles relating to medical undergraduates, the concept of psychiatric communication skills and the teaching and support of such skill development: ERIC, MEDLINE, PsycINFO, SAGE and Web of Science. Combinations of keywords focussed the content of papers and truncation obtained alternative word endings. Generated articles were appraised iteratively for suitability against pre-defined inclusion criteria. The bibliographies of eligible articles were then examined to capture any further relevant studies. Ethical approval was not required.Result1040 citations of potential relevance were initially identified. Following an iterative screening process, 10 articles (from seven different countries) were eligible for inclusion. 70% of papers used the modality of simulated patients to teach psychiatric communication skills and Technology Enhanced Learning (TEL) was used to create “virtual patients” for undergraduates to engage with. Discussing sensitive and emotive topics, such as suicide attempts or substance misuse, was less commonly taught compared to conditions such as anxiety and depression. Only 10% of papers explicitly taught medical undergraduates empathy or written communication skills and the importance placed on psychiatric teaching differed between countries.ConclusionThis literature review showed that some medical undergraduates receive psychiatric communication skills teaching, but the format and content of this varies. Increased consideration of incorporating TEL into psychiatric communications skills teaching is pertinent given undergraduates’ reduced face-to-face patient contact during the COVID-19 pandemic, but further work is needed to validate such technology. Written communication skills are rarely taught but are imperative given the high volume of written correspondence in clinical practice. Delivering such teaching is feasible and should be incorporated into undergraduate curricula. Medical educators need to consider cultural differences when developing psychiatric communication skills teaching. Cultural influences not only affect undergraduate perceptions of psychiatry and mental illness, but also a patient's understanding and interpretation of their illness experience. Medical undergraduates may come from various cultural backgrounds, so actively discussing these differences opportunistically may augment the ability of medical undergraduates to be empathetic and establish therapeutic rapport with patients with mental illness.
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Susan Penfold, P. "Open Reporting in Child Psychiatry*." Canadian Journal of Psychiatry 32, no. 9 (December 1987): 761–63. http://dx.doi.org/10.1177/070674378703200904.
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Although medical reports are usually viewed as special confidential communications between health care professionals, the author has found that there are many advantages to open communication with parents; having them present in conferences about their child and giving them copies of psychiatric reports. Personal experience, a survey done by the Child Development Program of BC Children's Hospital and the small amount of literature available suggest that “open reporting” increases parental understanding and taking of responsibility for constructive change.
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Dervaux, A. "Connaissances cliniques : l’apport du numérique." European Psychiatry 30, S2 (November 2015): S20. http://dx.doi.org/10.1016/j.eurpsy.2015.09.064.
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Comment le numérique peut aider le psychiatre dans sa pratique clinique : résultats des recherches récentes, informations utiles en pratique clinique ? De nombreuses ressources sont aujourd’hui disponibles sur Internet : revues de psychiatrie : toutes les revues nationales et internationales sont accessibles sur Internet . De nombreuses sont accessibles gratuitement 6 mois ou un an après parution. Leurs tables des matières peuvent être envoyées régulièrement sur abonnement gratuit. Sites d’informations spécialisés : certains abordent des sujets d’actualité, tels que Medscape Psychiatry (http://www.medscape.org/psychiatry), d’autres sont spécialisés, par exemple sur le cerveau (http://lecerveau.mcgill.ca/), la CIM-10 (http://www.icd10.ch/index.asp), les médicaments allongeant le QT (http://www.qtdrugs.org/), ou utilisés lors de la grossesse (http://www.lecrat.org/). Congrès : beaucoup mettent à disposition des comptes rendus ou des interventions filmées, en podcast ou en streaming, par exemple les congrès de l’ECNP (http://www.ecnp-congress.eu/), de l’EPA (http://www.epa-congress.org/), du Congrès français de psychiatrie (CFP) (http://www.congresfrancaispsychiatrie.org/), du Congrès de l’encéphale (http://www.encephale.com). Sites institutionnels : http://www.inserm.fr/, http://www.has-sante.fr/ ou des bibliothèques de l’université Paris Descartes (http://www.bium.univ-paris5.fr) ou du CHU de Rouen (http://www.cismef.org/). Sites d’associations professionnelles : certaines mettent à disposition des guidelines ou des conférences de consensus, par exemple, l’Association française de psychiatrie biologique et neuropsychopharmacologie (http://www.afpbn.org/), l’Association française fédérative des étudiants en psychiatrie (http://www.affep.fr/), la World Psychiatric Association (http://www.wpanet.org/). Réseaux sociaux : ils permettent d’interagir avec d’autres professionnels, par exemple sur LinkedIn ou avec d’autres chercheurs sur Research Gate (http://www.researchgate.net/). Blogs : ils sont maintenant un moyen de communication très répandu, par exemple les blogs d’actualités médicales de Jean Yves Nau, ancien chroniqueur santé du Monde pendant 30 ans (jeanyvesnau.com), celui d’Hervé Maisonneuve (http://www.h2mw.eu/redactionmedicale) sur la rédaction médicale et scientifique. Sites destinés aux patients : 80 % d’entre eux ont consulté Internet à la recherche d’informations sur la santé . Certains sites peuvent être conseillés aux patients et leurs familles, par exemple celui de PSYCOM, d’information sur la santé mentale (http://www.psycom75.org/) .
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Halasz, George. "Can Psychiatry Reclaim its Soul? Psychiatry's Struggle Against a Dispirited Future." Australasian Psychiatry 11, no. 1 (March 2003): 9–11. http://dx.doi.org/10.1046/j.1440-1665.2003.00518.x.
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Objectives: To examine reasons why ‘religion’ and ‘psychiatry’, as systems of belief, have a fraught, mistrustful relationship based on conflict regarding the source of knowledge. The former insists that revelation, not rational empirical evidence, the latter's claim for superiority, is the ultimate source that illuminates the soul, not just the self. This tension is illustrated with the case of ‘facilitated communication’, a method that purportedly improves communication for children with pervasive developmental disorder. The controversy highlights an aspect of the differences between ‘scientific’ and ‘religious’ discourse and offers a further dimension to contemporary psychiatry's crisis: the three-way tension between the brain-less, mind-less and soul-less psychiatry. Conclusion: The suggestion for a possible remedy is to revisit the source of discontent, the Aristotelian doctrine that challenged the ancient wisdom of the immortality of the soul.
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Flahavan, Claire, and Claire Flahavan. "Providing a liaison psychiatry service in the absence of a consultant liaison psychiatrist." Psychiatric Bulletin 32, no. 8 (August 2008): 295–98. http://dx.doi.org/10.1192/pb.bp.107.015925.
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Aims and MethodLiaison psychiatry services in Ireland are currently unequally distributed. In the absence of a specialist liaison psychiatry team, general adult psychiatrists may provide a consultation service to their local hospital. Demographic and clinical characteristics pertaining to all psychiatric consultations at the Louth County Hospital were collected over 12 months to examine one such local service and to highlight the challenges of this mode of service delivery.ResultsA total of 232 consults were audited. the most frequent reasons for referral were assessment following deliberate self-harm (38%), affective symptoms (28%) and alcohol or substance misuse (25%). This differs from documented referral patterns to specialist liaison teams. Referring physicians had a low diagnostic ‘hit-rate’ with respect to affective disorders. Difficulties in service provision included poor communication by referring teams and time constraints due to other sectoral commitments.Clinical ImplicationsRefinements to service delivery may be beneficial in managing the workload more effectively. Priority should be placed on fostering communication with non-psychiatric colleagues.
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Burnham, John C. "Transnational History of Medicine after 1950: Framing and Interrogation from Psychiatric Journals." Medical History 55, no. 1 (January 2011): 3–26. http://dx.doi.org/10.1017/s0025727300006025.
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Communication amongst medical specialists helps display the tensions between localism and transnationalisation. Some quantitative sampling of psychiatric journals provides one framework for understanding the history of psychiatry and, to some extent, the history of medicine in general in the twentieth century. After World War II, extreme national isolation of psychiatric communities gave way to substantial transnationalisation, especially in the 1980s, when a remarkable switch to English-language communication became obvious. Various psychiatric communities used the new universal language, not so much as victims of Americanisation, as to gain general professional recognition and to participate in and adapt to modernisation.
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Stubbe, Dorothy E. "Biomarkers in Psychiatry: Communication Opportunities and Obstacles." FOCUS 16, no. 2 (April 2018): 183–86. http://dx.doi.org/10.1176/appi.focus.20180003.
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Challinor, Alexander, and Declan Hyland. "A literature review for the introduction of psychiatric simulation to University of Liverpool Medical School." BJPsych Open 7, S1 (June 2021): S129. http://dx.doi.org/10.1192/bjo.2021.371.
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AimsThe aim of this review is to systematically investigate simulation in psychiatry to enable the evidence based introduction of psychiatry simulation into the undergraduate curriculum at the University of Liverpool.BackgroundTransformations in the structure of psychiatric delivery and reductions in funding to mental health care have limited the availability of direct patient clinical experiences for medical students. Experiential learning through simulation can be utilised as a powerful pedagogical tool and provide exposure to a broad range of psychopathology.Although psychiatric skills and knowledge are gained from the current University of Liverpool undergraduate curriculum, there is no specific well-designed psychiatry simulation.MethodThe author searched MEDLINE, EMBASE and PsycINFO databases for studies that met the inclusion criteria. Search terms included ‘simulation (psychiatry or ‘mental health’). Studies were also searched using snowballing via citation tracking within the databases.Inclusion criteria comprised studies of an educational intervention that involved simulation. The intervention had to be utilised within the field of psychiatric teaching.ResultThe literature review illustrated the dearth of studies analysing role-playing (RP) and/or simulated patients (SP) in psychiatry with it typically encountered as part of the more general communication skills curriculum. Studies analysing SP and RPs demonstrate how they build on the social context of learning alongside drawing on a range of educational theories, including experiential learning. However, studies show that well-designed simulation training should encompass more facets of learning to be transformative, specifically reflecting upon ones experiences alongside understanding and interpreting this new knowledge, allowing it to guide future actions and change practice.Studies analysing virtual-reality in psychiatry are limited but demonstrate significant improvements in students’ acquisition of key psychiatric skills and exposure to psychopathology. More studies are needed to evaluate the efficiency and cost-effectiveness of virtual-reality over more traditional methods.Despite the increase in simulation teaching within psychiatry, and the expansion of innovative simulation approaches in other specialties, there was limited use of novel approaches found within the studies analysing psychiatric simulation. There were studies evaluating novel approaches to psychiatry simulation outside of the undergraduate curriculum.ConclusionWhilst there are barriers to overcome in simulation training, these are primarily logistical and are clearly outweighed by the educational gain demonstrated throughout this review. Simulation training in psychiatry has often remained limited to traditional communication-oriented scenarios using RP or SP. A greater emphasis on furthering the advancement and integration of more innovative approaches into psychiatric undergraduate teaching is needed.
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Kowalski, Christopher, and Shivanthi Sathanandan. "The use of simulation to develop advanced communication skills relevant to psychiatry." BMJ Simulation and Technology Enhanced Learning 1, no. 1 (April 22, 2015): 29–32. http://dx.doi.org/10.1136/bmjstel-2014-000006.
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ObjectiveUsing simulation, we developed an advanced communication skill training programme with the objective of improving core psychiatry trainees’ confidence in managing difficult situations at work.DesignTwo simulation courses, comprising six scenarios, were developed for psychiatry core trainees (CTs) on the University College London Partners (UCLP) training scheme. Trainees were divided into small groups. Each trainee undertook two scenarios each. Feedback was delivered by facilitators, peers and the simulated patients. Written feedback was also given.SettingThe courses were delivered in a local postgraduate medical education centre.PatientsActors were used to simulate adult psychiatric patients and their relatives. Other scenarios involved actors portraying colleagues.InterventionsThe simulations offered an opportunity for experiential learning while the debriefs allowed for focused feedback on trainees’ communication styles.Main outcome measuresChanges in trainees’ perception of their ability to deal with difficult situations at work were measured. Semistructured interviews further explored trainees’ experience of the course and its educational impact.Results100% (n=39) of the trainees felt that their communication skills had improved after the training. 97% felt more able to defuse an angry/tense situation at work while 92% felt more able to deal with a difficult situation requiring sophisticated communication skills. 97% felt that regular simulation training would be valuable while 100% (n=24) of facilitators agreed that the experience was valuable to the trainees’ professional development. Qualitative analysis showed that trainees found the scenarios realistic, that the experience had led to an increased awareness of their communication style and that original improvements in confidence had translated to their clinical work.ConclusionsThe programme demonstrates that it is possible to use simulation in a simple, inexpensive and time-effective manner to provide realistic, enjoyable and educationally beneficial advanced communication skill training relevant to psychiatric practice.
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Ikkos, George. "Psychiatric Discharge Summaries in Mental Handicap Settings." Bulletin of the Royal College of Psychiatrists 11, no. 7 (July 1987): 228–29. http://dx.doi.org/10.1192/s0140078900017223.
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Selective abstraction of information and good communication are essential in the practice of psychiatry. A good psychiatric discharge summary performs both these functions and can therefore be a significant aid in patient management. The need for a good psychiatric discharge summary is no less necessary in the psychiatry of mental handicap than in general adult psychiatry. However, the psychiatry of mental handicap does differ in some respects from that of general adult psychiatry. This difference therefore should be reflected in the psychiatric discharge summary in mental handicap settings if the summary is to represent accurately the clinical process. This fact was recognised by the Medical Executive Committee of Leavesden Hospital and it was therefore decided to provide specific guidelines on the writing of discharge summaries in a mental handicap in-patient setting to junior trainees in that hospital. Below is a document which I prepared at the request of the Medical Executive Committee, and which has now been officially accepted by them. It is hoped that its publication will be of interest to readers working in other mental handicap hospitals.
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Ahmed, Raja Adnan, Rugiyya Saeed, and Michal Tombs. "GP Trainees' perceptions and experiences of the training placement in Psychiatry - A qualitative study." BJPsych Open 7, S1 (June 2021): S232. http://dx.doi.org/10.1192/bjo.2021.618.
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AimsThis qualitative study aims to explore the leaning needs of the GP trainees for their psychiatry placements.MethodIn this qualitative study, semi-structured interviews of eight former GP trainees were conducted. Data were transcribed and analysed using thematic analysis. Triangulation through multiple analysts” was used to improve the validity of the studyResultThis study identified six key areas of learning needs for GP trainees during their psychiatry placement. i) the on-call experience which enabled the participants to learn how to manage acutely unwell patients in psychiatry, ii) learning the self-harm and suicidal risk assessment which is an important skill for a GP practising in primary care, iii) training in relation to psychiatric medication which enabled GPs to prescribe more confidently in the community, iv) exposure to the community psychiatry which was helpful in getting exposure to community-based clinical practice, v) learning from formal teaching activities which can be tailored to cover the relevant primary care related clinical topics and finally, vi) getting the opportunity to improve the communications skills during the psychiatry placement which is useful for all doctor in training.ConclusionWe recommend that detailed induction of the service setup is required before GP trainees start on-calls and a well-defined support network should be provided and explained to the training doctors. Risk assessment teaching should be delivered by formal training, regular supervision and discussions. Training on psychiatric medication especially in the context of GP prescribing should be considered as part of formal teaching experience. Opportunities to work with community mental health teams and outpatient clinics should be generated and offered to the trainees. Formal teaching sessions should be set up with an understanding of the GP training curriculum and their learning needs. Improvement of communications skills with exposure to difficult communication scenarios under supervision during psychiatric placement should be identified as an important area of learning for the GP trainees.
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Prizant, Barry M., Lisa R. Audet, Grace M. Burke, Lauren J. Hummel, Suzanne R. Maher, and Geraldine Theadore. "Communication Disorders and Emotional/Behavioral Disorders in Children and Adolescents." Journal of Speech and Hearing Disorders 55, no. 2 (May 1990): 179–92. http://dx.doi.org/10.1044/jshd.5502.179.
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Recent research in child psychiatry has demonstrated a high prevalence of speech, language, and communication disorders in children referred to psychiatric and mental health settings for emotional and behavioral problems. Conversely, children referred to speech and language clinics for communication disorders have been found to have a high rate of diagnosable psychiatric disorders. Most of the emerging knowledge regarding relationships between communication disorders and psychiatric disorders has been presented in the child psychiatric literature. Speech-language pathologists and audiologists also need to be familiar with this information; an understanding of the complex interrelationships between communication disorders and emotional and behavioral disorders is important for diagnosis, assessment, and treatment. The purpose of this article is to review recent research and discuss clinical implications for professionals in speech-language pathology and audiology working with children and adolescents who have, or who are at risk for, developing emotional and behavioral disorders. Issues to be addressed include differential diagnosis, prevention, intervention, and the role of speech-language pathologists serving these children and adolescents.
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Ghodse, Hamid. "International Psychiatry – the way forward." International Psychiatry 1, no. 1 (July 2003): 1. http://dx.doi.org/10.1192/s1749367600007578.
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All psychiatrists would acknowledge that communication between individuals is fundamental to their speciality, but it is perhaps less obvious that the increasing ease and speed of communication worldwide are also having a profound effect on psychiatric practice. With this improved communication comes an awareness of the commonality of many mental health issues and recognition that there is much to learn from others working in very diverse environments. It is also true that many mental health problems have an international dimension, particularly when large numbers of people are displaced by war or other disasters. Increasingly we need to have a better understanding of other cultures and the relationship between culture, mental health and psychiatric disorder.
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NiaNia, Wiremu, Allister Bush, and David Epston. "He korowai o ngā tīpuna: Voice hearing and communication from ancestors." Australasian Psychiatry 27, no. 4 (March 12, 2019): 345–47. http://dx.doi.org/10.1177/1039856219833792.
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Objective: This article describes the voice hearing experiences of a young Māori man, and the joint Māori healing and psychiatry assessment he received, in which the Māori healer (WN) concluded that some of the young man’s experiences could be accounted for by ancestral kaitiaki (spiritual guardians). Conclusions: Kaitiaki are commonly accepted in Te Ao Māori (the Māori world) as an explanation for some types of voice hearing experiences. Collaboration between a Māori healer and a psychiatrist can offer Māori whānau (individuals and families) more appropriate mental health assessment and intervention than conventional psychiatric assessment alone when Māori spiritual experiences are suspected.
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Frittgen, Eva-Maria, and Joschka Haltaufderheide. "‘Can you hear me?’: communication, relationship and ethics in video-based telepsychiatric consultations." Journal of Medical Ethics 48, no. 1 (October 5, 2021): 22–30. http://dx.doi.org/10.1136/medethics-2021-107434.
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Telepsychiatry has long been discussed as a supplement to or substitute for face-to-face therapeutic consultations. The current pandemic crisis has fueled the development in an unprecedented way. More and more psychiatric consultations are now carried out online as video-based consultations. Treatment results appear to be comparable with those of face-to-face care in terms of clinical outcome, acceptance, adherence and patient satisfaction. However, evidence on videoconferencing in a variety of different fields indicates that there are extensive changes in the communication behaviour in online conversations. We hypothesise that this might impact ethically relevant aspects of the therapeutic relationship, which plays a prominent role in psychiatry. In this paper, we review effects of video-based consultations on communication between therapists and patients in psychiatry. Based on a common understanding of video-based consultations as changing the lived experience of communication, we categorise these effects according to sensory, spatial and technical aspects. Departing from a power-based model of therapeutic relationships, we then discuss the ethical significance of this changed communication situation, based on dimensions of respect for autonomy, lucidity, fidelity, justice and humanity. We conclude that there is evidence for ethically relevant changes of the therapeutic relationship in video-based telepsychiatric consultations. These changes need to be more carefully considered in psychiatric practice and future studies.
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Jones, Sarah, and Brigid Jordan. "Communications between Medical Referrers and Child Psychiatry Staff." Australian & New Zealand Journal of Psychiatry 27, no. 4 (December 1993): 683–85. http://dx.doi.org/10.3109/00048679309075831.
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Communicating in organisations is often seen as the key to good practice, good relationships and good service. A survey was conducted on what communication was wanted by medical referrers to a Department of Child and Family Psychiatry, the types of feedback preferred, and its timing and content. The main finding was that paediatricians received different and better information about referred patients than general practitioners.
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Kropocheva, Natalya V., and Anna A. Lebedeva. "Perspectives of phenomenological approach in psychiatry: the problem of patient’s understanding." Neurology Bulletin LII, no. 1 (June 23, 2020): 68–71. http://dx.doi.org/10.17816/nb16481.
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The problem of understanding of patients in modern psychiatry is discussed. Nowadays patients subjective experience is almost entirely excluded from psychiatric manuals that brings risk of ignoring holistic patients experience. This experience can be shared by psychiatrist only in context of mutual trust. The latter as an approach to communication requires certain theoretical background which differs from the current one in modern psychiatry. The phenomenological approach is seen as promising for evolution of psychiatry because this approach was made in the 20th century to descript pathological and everyday experience. We reveal importance of patients subjective experience to diagnostics and description of mental illnesses according to current literature in the field. We also suggest original research of need for understanding in Russian psychiatry professionals.
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Ditton-Phare, Philippa, Carmel Loughland, Robbert Duvivier, and Brian Kelly. "Communication skills in the training of psychiatrists: A systematic review of current approaches." Australian & New Zealand Journal of Psychiatry 51, no. 7 (May 2, 2017): 675–92. http://dx.doi.org/10.1177/0004867417707820.
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Objectives: A range of communication skills training programmes have been developed targeting trainees in various medical specialties, predominantly in oncology but to a lesser extent in psychiatry. Effective communication is fundamental to the assessment and treatment of psychiatric conditions, but there has been less attention to this in clinical practice for psychiatrists in training. This review examines the outcomes of communication skills training interventions in psychiatric specialty training. Methods: The published English-language literature was examined using multiple online databases, grey literature and hand searches. The review was conducted and reported using Preferred Reporting Items for Systematic Reviews and Meta-analyses guidelines. Studies examining the efficacy of communication skills training were included. Randomised controlled trials, pseudo-randomised studies and quasi-experimental studies, as well as observational analytical studies and qualitative studies that met criteria, were selected and critically appraised. No limits were applied for date of publication up until 16 July 2016. Results: Total search results yielded 2574 records. Of these, 12 studies were identified and reviewed. Two were randomised controlled trials and the remaining 10 were one-group pretest/posttest designs or posttest-only designs, including self-report evaluations of communication skills training and objective evaluations of trainee skills. There were no studies with outcomes related to behaviour change or patient outcomes. Two randomised controlled trials reported an improvement in clinician empathy and psychotherapeutic interviewing skills due to specific training protocols focused on those areas. Non-randomised studies showed varying levels of skills gains and self-reported trainee satisfaction ratings with programmes, with the intervention being some form of communication skills training. Conclusion: The heterogeneity of communication skills training is a barrier to evaluating the efficacy of different communication skills training programmes. Further validation studies examining specific models and frameworks would support a stronger evidence base for communication skills training in psychiatry. It remains a challenge to develop research to investigate behaviour change over time in clinical practice or to measure patient outcomes due to the effects of communication skills training.
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Popa, Eugen Octav. "The Method and the Madness." Romanian Journal of Communication and Public Relations 23, no. 1 (April 1, 2021): 85. http://dx.doi.org/10.21018/rjcpr.2021.1.320.
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I highly recommend Hanganu-Bresch and Berkenkotter’s work to anyone who is interested in the vicissitudes of early psychiatric diagnosis, confinement and treatment. The book is well written and well documented. The reader benefits form the authors’ admirable knowledge on the evolution of psychiatry in the 19th century, the social co-creation of the institution of asylum and the many genres of discourse (from admission reports to science fiction) that have shaped these developments. While the book offers but a snapshot of a more extended historical process, I believe there is a lot to learn from such a snapshot.
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Janaway, Benjamin, Ruslan Zinchenko, Lubna Anwar, Clare Wadlow, Edwin Soda, and Karen Cove. "Using SBAR in psychiatry: findings from two london hospitals." BJPsych Open 7, S1 (June 2021): S197. http://dx.doi.org/10.1192/bjo.2021.530.
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AimsWe aimed to evaluate the use of the Situation, Background, Assessment and Recommendation communication tool (SBAR) at two large psychiatric hospitals, in order to design new approaches to teach and reinforce its sustained use. In doing so we hope to improve communication, staff experience and outcomes for patients.We hypothesised that use prior to intervention would be low and attitudes inconsistent between teams and objective data.BackgroundSBAR is a communication tool developed to accurately refer information with improved outcomes within the NHS. Within psychiatry there is evidence of relatively poor care of medical problems leading to adverse outcomes in a group more susceptible to multiple physical illnesses. The reasons for this include a cultural ethos of learned helplessness in staff and lack of medical knowledge.The use of SBAR is likely to overcome these issues.MethodSurveys were presented to doctors and nurses staff at two Psychiatric Hospitals, Chase Farm and Edgeware. Inclusion in the survey was voluntary and anonymous. Questions elucidated topics ranging from awareness of SBAR through to its use and benefits.Objective data were also collected, looking at handover gathered during the survey period. This was collected via phone from the duty physician over a five-day period, twice-daily. Qualitative data on handover content was collected at CFH.Audit standards around knowledge, use and outcomes were set. Data were collected and analysed in house.ResultThe data (n23) showed that most nurses reported awareness (86.96%) ease of use (86.96%) actual use (60.87%) efficacy in communication (78.26%) value in understanding patients (78.26%) and agreement with mandatory use (78.26%.)Doctor reports (n14) showed that although 100% were aware of SBAR, no respondents thought nurse-led communication was adequate, or that SBAR was used. The majority thought that mandatory SBAR use would improve communication (92.86%) and patient care (100%)Objective data (pooled) of referrals showed that on 6.52% used SBAR. Qualitative data showed that handover was often inaccurate, lacking in information and unsafe. Suggestions for teaching included written or video media, or taught classes.All audit standards were failed.ConclusionSBAR is an effective tool for improving communication and patient outcomes, and is well perceived by the MDT. However, it is poorly used with psychiatry leading to adverse outcomes. Reported use is undermined by objective data. Its mandatory use is well supported and new teaching initiatives are thus being designed to remedy this and improve client experience.
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Balbuena Rivera, Francisco. "In honor of Jurgen Ruesch: Remembering his work in psychiatry." International Journal of Social Psychiatry 64, no. 2 (January 9, 2018): 198–203. http://dx.doi.org/10.1177/0020764017752020.
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Background: In a highly technical civilization like ours, in which the interest in human communication transcends academic barriers and clinical practice, it seems necessary to look back to Ruesch’s work in psychiatry. The main reason of it rests upon the idea that he was one of the few truly outstanding clinicians, researchers, and theoretical in the field of normal and abnormal communication. In fact, he did not only present a wealth of observational and clinical data; more importantly, he used these data to formulate creative hypotheses about the conflict between man and other human beings. Aim/Objective: The main purpose of this article is to pay tribute to Dr. Jurgen Ruesch (1909-1995), distinguished psychiatrist, communications experts and psychotherapist. For that reason, here we want to pay tribute to the enormous value of his work for the promotion of mental health and the clinical assessment of normal and pathological communication behavior. Methods: In working out his theoretical stance toward communication, all Ruesch’s works here have been reviewed. In line with this, the author also mentions similarities between Ruesch and other psychiatric/psychotherapeutic authors. Also similarities have been established between Ruesch and Frank on “non specific factors in psychotherapy”, and tensions within contemporary training of psychiatrists, almost predicted by Ruesch. Results and Conclusions: While some of Ruesch’s ideas about the nature and origins of communication has been discounted, many of his preoccupations are now part of the mainstream, and it is to here that we should look for evidence of his legacy. In fact, he has been the author of rich and fruitful ideas, which are essential to clinical understanding of mental diseases and their treatments. It is not surprising, therefore, that Ruesch’s burning interest in the clinical assessment of normal and pathological communicative behavior finds a significant echo in today’s proliferation of books, papers, and conferences on communication. For all that, we should honor him.
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Kassaw, Kristin, and Glen O. Gabbard. "The ethics of e-mail communication in psychiatry." Psychiatric Clinics of North America 25, no. 3 (September 2002): A665—A674. http://dx.doi.org/10.1016/s0193-953x(02)00005-9.
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Ball, C. J., P. M. McLaren, A. B. Summerfield, M. S. Lipsedge, and J. P. Watson. "A Comparison of Communication Modes in Adult Psychiatry." Journal of Telemedicine and Telecare 1, no. 1 (March 1995): 22–26. http://dx.doi.org/10.1177/1357633x9500100105.
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Hanwella, R. "Psychiatry for all: enhancing medical practice and patient outcomes through psychiatric education for all doctors." Sri Lanka Journal of Psychiatry 14, no. 1 (June 27, 2023): 5–8. http://dx.doi.org/10.4038/sljpsyc.v14i1.8449.
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This article emphasizes the importance of studying psychiatry for all medical professionals. Psychiatry deals with mental, emotional, and behavioural disorders, and a strong understanding of the field leads to more holistic, effective, and empathetic patient care. Key reasons for doctors to study psychiatry include adapting a biopsychosocial model of care, early identification and intervention for psychiatric disorders, improved health outcomes, better communication skills, combating stigma surrounding mental health, multidisciplinary collaboration, personal growth and self-care, and a more comprehensive approach to chronic illness management. Integrating psychiatry into medical education prepares doctors for the challenges they will face in their careers, ultimately improving the quality of patient care. The practice of offering internships in psychiatry, as seen in countries like UK and Australia, should be encouraged globally to create a cohort of doctors knowledgeable in the basics of psychiatry, ultimately reducing the impact of a shortage of psychiatrists and improving overall healthcare.
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Neale, Josephine. "What is the evidence for the use of simulation training to teach communication skills in psychiatry?" Evidence Based Mental Health 22, no. 1 (January 21, 2019): 23–25. http://dx.doi.org/10.1136/ebmental-2018-300075.
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Training in communication skills is a vital part of medical education worldwide and essential for psychiatrists, with poor communication often cited as a key contributing factor in healthcare complaints. Simulation training is a rapidly developing educational modality, and educationalists need to be aware of its possible uses and pitfalls in teaching communications skills in psychiatry. By exploring the advantages and disadvantages of the use of simulation training as a method of teaching communication skills in psychiatry, this article demonstrates a clear consensus in the literature that, while there are a number of difficulties to be overcome in simulation training, these are outweighed by the clear educational gains. In areas where resources are limited, there are suitable variations of simulation training which can be employed. Simulation training can facilitate teaching clinical and non-clinical skills simultaneously, and the use of simulation in mental health is an ideal method for addressing gaps in knowledge and skills relating to communication with patients, which could directly translate to an improvement in patient care.
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Boland, X., and L. Dratcu. "COVID-19 and the emergence of inpatient tele-ward rounds." European Psychiatry 65, S1 (June 2022): S170. http://dx.doi.org/10.1192/j.eurpsy.2022.451.
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Introduction Telemedicine has been at the heart of healthcare system’s strategic response to the COVID-19 pandemic. Within psychiatry, there has been a surge of research and guidelines into the use of video-teleconferencing to replace face to face consultations across clinical settings. Clinical ward rounds are central to inpatient psychiatric care yet little guidance is available on how best to integrate telemedicine into the multidisciplinary work of inpatient psychiatry. Objectives We report on the introduction of video teleconferencing for psychiatric ward rounds on our acute inner-London psychiatric unit during the outbreak of COVID-19. Methods In undertaking the rapid transition to tele-ward rounds, we had to reconcile the multiple functions of psychiatric ward rounds with the technological resources available to us. Results Tele-ward rounds helped simplify care delivery, facilitate multidisciplinary collaboration and improve accessibility for patients and relatives in a time of crisis. The transition to tele-ward rounds also brought about technical, operational and communication issues that may impact on the patient experience and quality of care including governance challenges, contextual dissonance and technological limitations. Conclusions The routine use of newer technology in psychiatry ward rounds is unlikely to succeed on the basis of improvisation, particularly given the stream of technical innovations in telemedicine, and the multifarious quality of social interactions in our clinical setting. Staff training and the development of an adapted etiquette and code of communication are both essential. Patient participation in future developments will also help ensure tele-ward rounds continue to meet the standards of high quality inpatient psychiatric care beyond the COVID-19 pandemic. Disclosure No significant relationships.
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Walsh, Irene, Julie Regan, Rebecca Sowman, Brian Parsons, and A. Paula McKay. "A needs analysis for the provision of a speech and language therapy service to adults with mental health disorders." Irish Journal of Psychological Medicine 24, no. 3 (September 2007): 89–93. http://dx.doi.org/10.1017/s0790966700010375.
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AbstractObjectives: To examine a sample of adults with mental health disorders attending at an area psychiatric service, for the presence of impairments in language, communication and swallowing, using a test battery administered by speech and language therapists.Method: The study surveyed a randomly selected sample (n = 60) of patients from an acute psychiatric inpatient unit and associated community services, using several standardised measures of language, communication and swallowing.Results: On this test battery, over 80% (50/60) of subjects studied demonstrated impairment in language; while over 60% (37/60) presented with impairment in communication and discourse. Over 30% (18/58) of subjects assessed showed some impairment in swallowing.Conclusion: Use of this test battery confirmed the presence of language, communication and swallowing impairments in many patients in this sample of attenders at a general psychiatry service. We suggest that this study provides evidence for a (currently unmet) need for specialist speech and language therapy assessment and support among this patient population.
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Barker, D., S. S. Shergill, and M. Greenberg. "Communication of psychiatric diagnosis." Social Psychiatry and Psychiatric Epidemiology 33, no. 1 (December 9, 1997): 32–38. http://dx.doi.org/10.1007/s001270050019.
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Kennedy, Marianne D. "Assessing Communication in Children with Psychiatric and Communication Disorders." Child and Adolescent Psychiatric Clinics of North America 8, no. 1 (January 1999): 113–35. http://dx.doi.org/10.1016/s1056-4993(18)30199-8.
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Damsa, C., and J. R. Freymann. "Psychotherapy in Emergency Psychiatry: Between Myths and Evidence Based Medicine." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70276-7.
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The aim of this communication is to debate between two seemingly contradictory epistemological approaches in emergency psychiatry: Psychotherapy and Pharmacotherapy. Even if many international experts consider the interest of combining psychotherapy and pharmacotherapy in emergency, clinicians often find a conflict between psychotherapeutic and pharmacological skills. The question of the transference will be discussed in the emergency psychiatric settings. The newest literature data about the interest of the combining treatments (psychotherapy and pharmacology) in emergency psychiatry will be discussed by the experts from our international emergency network [1]. Then, the presentation of some preliminary research experiences of our group [2, 3], will be followed by the discussion of new unpublished data from around 10000 patients admitted consecutively in four emergency psychiatry rooms (Switzerland, Belgium, France, Romania). The clinical heterogeneity of the emergency psychiatry situations often stimulate clinicians to become creative and search for “symbiosis” between psychotherapeutic and pharmacologic treatments, as well as for clinical practice and evidence based medicine.
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Conde Moreno, M., F. Ramalheira, and M. Couto Bártolo. "Seeing voices? The importance of raising awareness on Deaf Mental Health." European Psychiatry 66, S1 (March 2023): S904. http://dx.doi.org/10.1192/j.eurpsy.2023.1914.
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IntroductionData regarding mental health problems in the prelingual deaf population is scarce. There is evidence that factors related to minority stress can contribute to mental illness in that population. In psychiatry, communication is key, however, most clinicians are not trained to communicate with the Deaf. Moreover, psychiatrists are often not aware of particularities in the psychopathology of these patients.ObjectivesWe aim to review important aspects of psychiatric evaluation of prelingual Deaf patients.MethodsNon-systematic review of recent literature regarding Deaf mental health and mental illness.ResultsData regarding prevalence of mental illness in the Deaf population is mostly obtained from small studies and suggest an increased burden of mental illness and significant barriers to mental health care. Psychiatry research regarding Deaf patients is about 40 years behind research on the hearing population. While communicating with a Deaf patient, clinicians should consider the preferred communication modality. Sign-language interpreters should have specific mental health training, although that is not the case for many countries. Clinicians should keep communication simple, use short sentences, concrete examples and visual aids.The mental status examination will have particularities, such as: 1) facial expressions have a specific role in sign languages and may not relate to affect; 2) There is a need to distinguish between language dysfluency and thought disorder 3) voice hallucinations may manifest as somatic or visual hallucinations; the occurrence of pure auditory hallucination in the prelingual Deaf is controversial. 4) the Deaf have little access to health information and are likely to demonstrate poor literacy on mental health matters.ConclusionsMore studies regarding the mental health issues of the Deaf population should be conducted. Raising awareness among clinicians about the needs of Deaf population is an important step to improve their access to help and treatment.Disclosure of InterestNone Declared
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Jureidini, Jon. "Projective Identification in General Psychiatry." British Journal of Psychiatry 157, no. 5 (November 1990): 656–60. http://dx.doi.org/10.1192/bjp.157.5.656.
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Projective identification is a psychoanalytic concept encompassing functions of defence and communication. It is invaluable in a variety of settings in general psychiatry, including patient assessment, ward management and work with families.
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Duarte, Ana C., and Sue A. Thomas. "The Use of Phone Technology in Outpatient Populations: A Systematic Review." Open Nursing Journal 10, no. 1 (April 30, 2016): 45–58. http://dx.doi.org/10.2174/1874434601610010045.
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Objective:A systematic review was conducted to identify the types of phone technology used in the adult outpatient population with a focus on Hispanic patients and psychiatric populations.Methods:A search for articles was conducted on the EMBASE, PubMed and PsycINFO databases. Articles reviewed were peer-reviewed, full-text, English language and published through mid-November 2014.Results:Twenty-one articles were included in this review and grouped according to combinations of phone technology, medical specialty area and population. For all articles, phone technology was defined as telephone, cell, or smart phone. Technology was used in psychiatry with Hispanic population in four articles, in psychiatry with non-Hispanic population in seven articles and in other specialties with Hispanic population in ten articles. Articles were evaluated for quality. Six articles were assessed as strong, eight were moderate and seven were weak in global quality. Interventions included direct communication, text messaging, interactive voice response, camera and smart phone app. Studies with Hispanic populations used more text messaging, while studies in psychiatry favored direct communication. The majority of articles in all groups yielded improvements in health outcomes.Conclusion:Few studies have been conducted using phone technology in Hispanic and psychiatric populations. Various phone technologies can be helpful to patients in diverse populations and have demonstrated success in improving a variety of specific and overall healthcare outcomes. Phone technologies are easily adapted to numerous settings and populations and are valuable tools in efforts to increase access to care.
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Carvalho, Carolina, Cátia Mathias, and Sérgio Marcondes. "The communication of psychiatry in Brazilian press (1930–1940)." Journal of Science Communication 16, no. 03 (July 20, 2017): A13. http://dx.doi.org/10.22323/2.16030213.
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As a case study, we analyze an article of the psychiatrist Henrique Roxo published in 1942 in two publications directed to different publics. The communication of science was intended as part of Brazil's modernizing project of the epoch. Roxo's case reveals that the language used by science communicators, although sometimes of difficult apprehension, was part of an strategy of acknowledgment of the medical authority for the diagnosis and treatment of the mental illnesses.
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Sevcik, Rose A., and Mary Ann Romski. "Issues in Augmentative and Alternative Communication in Child Psychiatry." Child and Adolescent Psychiatric Clinics of North America 8, no. 1 (January 1999): 77–87. http://dx.doi.org/10.1016/s1056-4993(18)30197-4.
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Figueiredo, Ana Raquel, Sofia Morais, Graça Areias, and Nuno Madeira. "Frotteurism and Kleptomania in High-Functioning Autism Spectrum Disorder: A Case Report." Revista Portuguesa de Psiquiatria e Saúde Mental 10, no. 1 (April 9, 2024): 16–20. http://dx.doi.org/10.51338/rppsm.505.
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Innate vulnerabilities in autism spectrum disorder (ASD) could increase the risk of comorbid psychiatric conditions and judicial problems. Persistent deficits in social communication, narrow, repetitive interests, or sensory impairments could lead to deviant behaviors. This case study refers to a 22-year-old male who exhibited behavioral particularities in agreement with the presence of frotteurism and kleptomania. The impulsive nature of these behaviors was consistent with repetitive and stereotyped patterns. Premorbid social impairments, mainly in the communication domain, were also prominent, leading to the suspicion of ASD. This case report introduces two rare comorbid conditions in ASD, with forensic implications that can severely impact patients’ lives. The importance of this association especially applies to high-functioning ASD, given the propensity to an unknown diagnosis. A high-level awareness of ASD, especially in forensic psychiatry, is of paramount pertinence regarding the opportunity for early interventions addressing sexual education and social skills training. Autism, high-level, frotteurism, kleptomania, sexual, impulse, forensic, psychiatry, social skills
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Wismayer, Franz Schembri, and Attila Sipos. "Neuroleptics in dementia." Psychiatric Bulletin 23, no. 7 (July 1999): 409–12. http://dx.doi.org/10.1192/pb.23.7.409.
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Aims and methodWe surveyed the prescription of neuroleptic drugs in patients with a diagnosis of dementia discharged from a general psychiatric hospital over two consecutive years. The surveys looked at documentation of information around prescribing and communication to primary care teams. Our aim was to help to minimise the potential contribution of hospital practice to unnecessary or continuing unreviewed neuroleptic prescription in the community.ResultsThe first survey led to the adoption of new clinical standards in the Department of Old Age Psychiatry. The second survey found improvements in all surveyed parameters.Clinical implicationsClear communication of information around prescribing and follow-up arrangements could help to reduce inappropriate community prescription of neuroleptics in this vulnerable group of patients.
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Trushkina, Svetlana V., and Galina V. Skoblo. "Application of the methodology “Diagnostics of the mental development of children from birth to three years” in clinical psychology and psychiatry." National Psychological Journal 47, no. 3 (2023): 97–107. http://dx.doi.org/10.11621/npj.2022.0312.
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Background. Ye methodology “Diagnostics of the mental development of children from birth to 3 years” was developed by the team of authors under the guidance of E.O. Smirnova. Ye methodology is aimed at determining the levels of development of communication, objective activity and play in infants and young children. Ye experimental nature of the examination procedure and the innovative system of diagnostic parameters, which is interdisciplinary in its nature, determines the interest in it among clinical psychologists and psychiatrists. Objective. Ye study is meant to assess the possibilities of using the methodology “Diagnosis …” in clinical psychology and psychiatry, as well as to outline the ways to adapt it to the peculiarities of clinical-psychological and psychiatric examination for children at early and preschool age. Method. Ye study involved children of early and preschool age with veriZed psychiatric diagnoses. Ye data were obtained through observation of communication, objective activity and play of children during examination with the “Diagnostics …” method and during psychiatric and clinical-psychological examination. Ye article presents the qualitative results of the study and their analysis. Results. It was shown that the technique is e[ective in psychiatric and clinical-psychological examination of children and allows to obtain data that are highly informative and novel. Yis applies to the parameters of child’s development: initiative and sensitivity in communication, purposefulness of activities, the desire to act according to the model, orientation to the assessment by an adult, speech accompaniment of activities, duration of game, variety of playing actions, imagination, etc. Ye study also showed that the technique proves to be e[ective beyond an early age for children, su[ering from mental disorders. Conclusion. Ye results obtained allow us to consider the technique as an adequate tool not only for psychological and pedagogical, but also for clinical-psychological and medical research. At the same time, it is necessary to conduct additional interdisciplinary research in order to adapt this technique for the purposes of scientiZc and practical application in clinical psychology and psychiatry.