Academic Psychiatry

, Volume 27, Issue 3, pp 149–153 | Cite as

Psychotherapy Competencies: Development and Implementation

Original Article

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 high-lights 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.

Keywords

Academic Psychiatry Residency Training Training Director Psychodynamic Psychotherapy Psychotherapy Training 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
  2. 2.
    ACGME: ACGME: outcome project. ACGME General Competencies Version 1.3, 2000. 9.28.99Google Scholar
  3. 3.
    Leach DC. The ACGME competencies: substance or form? J Am Coll Surg 2001; 192(3): 396–398CrossRefPubMedGoogle Scholar
  4. 4.
    Cohen JJ. Leadership for medicine’s promising future. Academic Medicine 1998; 73(2): 132–137CrossRefPubMedGoogle Scholar
  5. 5.
    Lieberman JA, Rush AJ. Redefining the role of psychiatry in medicine. Am J Psychiatry 1996; 153(11): 1388–1397CrossRefPubMedGoogle Scholar
  6. 6.
    Tasman A. Presidential Address: The doctor-patient relationship. Am J Psychiatry 2000; 157(11): 1763–1768CrossRefGoogle Scholar
  7. 7.
    Wallerstein RS. THE FUTURE of psychotherapy. Bull Menninger Clin 1991; 55(4): 421–443PubMedGoogle Scholar
  8. 8.
    Lazar SG, Gabbard GO. The cost effectiveness of psychotherapy J Psychother Pract Res 1997; 6(4): 307–314PubMedPubMedCentralGoogle Scholar
  9. 9.
    Beitman B. A time-efficient, research based, outcomes-measured psychotherapy training program. Academic PsychiatryGoogle Scholar
  10. 10.
    Goldberg DA. Structuring training goals for psychodynamic training. J Psychotherapy Prac Res 1998; 7: 10–22Google Scholar
  11. 11.
    Wright JH, Beck AT. Cognitive therapy, in Textbook of Psychiatry. Third Edition. Edited by Hales RE, Yudofsky SC and Talbott JA. Washington, D.C. American Psychiatric Press, 1999, pp 1205–1241Google Scholar
  12. 12.
    Goin MK, Kline FM. Supervision observed. J Nerv Ment Dis 1974; 158(3): 208–213CrossRefPubMedGoogle Scholar
  13. 13.
    Committee on Cultural Psychiatry, Group for the Advancement of Psychiatry. Cultural Formulation: Description and Clinical Use in Cultural Assessment in Clinical Psychiatry. Washington, D.C., American Psychiatric Publishing, Inc., 2002Google Scholar

Copyright information

© Academic Psychiatry 2003

Authors and Affiliations

  1. 1.Department of PsychiatryColumbia University College of Physicians and Surgeons, New York State Psychiatric InstituteNew YorkUSA
  2. 2.Department of PsychiatryHarvard Medical SchoolBostonUSA

Personalised recommendations