This paper discusses the essential components of child psychiatric training, considering priorities and the arguments for and against a pluralistic approach to training. It explores what aspects in the training of child psychiatrists should prepare them to make a contribution different from that of other members of the child mental health team. Other issues discussed include the balance between academic and clinical work, development of the capacity for clinical thinking, and the teaching of child development and psychiatric aspects of mental retardation.
References
1.
Brochure of the Division of Child and Adolescent Psychiatry, Department of Psychiatry, University of Toronto, 1979–1980 (available on request).
2.
Programme for Training in Child and Adolescent Psychiatry, Division of Child and Adolescent Psychiatry, University of Toronto, 1981–1982 (available on request).
3.
SteinhauerP.D.Nine basic issues — an overview. In: SteinhauerP.D. ed. Training in child psychiatry in Canada.Toronto: Laidlaw Foundation,1975: 5–8.
4.
Ibid, 19–22.
5.
Discussion of Diagnostic Formulation contained in “Outline for Psychiatric Assessment of Children and Their Families”, in Programme for Training in Child and Adolescent Psychiatry, Division of Child and Adolescent Psychiatry, University of Toronto, 1981–82, pp. 13–18.
6.
SackettD.L.,How to read clinical journals.Can Med Assoc J Vol. 124: Nos. 5 to 9 incl., March 1, 1981 to May 1, 1981 incl. I. Why to read them and how to start reading them critically. II. To learn about a diagnostic test. III. To learn the clinical course and prognosis of disease. IV. To determine etiology or causation. V. To distinguish useful from useless or even harmful therapy.
