Forensic psychiatry for people with learning disability

1996 ◽  
Vol 2 (2) ◽  
pp. 76-85 ◽  
Author(s):  
S. Halstead
Keyword(s):  
Learning Disability ◽  
Adolescent Psychiatry ◽  
Forensic Psychiatry ◽  
Child And Adolescent ◽  
Child And Adolescent Psychiatry

The forensic psychiatry of learning disability is a subspeciality which exists on the ‘borderlines’ between other areas. It takes in information from forensic psychiatry, learning disability, child and adolescent psychiatry, psychology, genetics and pharmacology to name but a few.

scholarly journals No Superior Interesse da Criança: Os Contributos da Pedopsiquiatria

2017 ◽  
Vol 30 (10) ◽  
pp. 675
Author(s):  
Víitor Ferreira Leite ◽  
Carla Araújo ◽  
Teresa Cartaxo ◽  
Luísa Veiga ◽  
Mário Jorge Loureiro
Keyword(s):  
Retrospective Study ◽  
Response Time ◽  
Clinical Experience ◽  
Adolescent Psychiatry ◽  
Forensic Psychiatry ◽  
Child And Adolescent ◽  
Child And Adolescent Psychiatry ◽  
Best Interests ◽  
Multidisciplinary Assessment ◽  
Forensic Practice

Introduction: Child and Adolescent Forensic Psychiatry involves a multidisciplinary assessment at the courts’ requested to assist them in the process of justice delivery.Material and Methods: Retrospective study which included 233 forensic requests to two child and adolescent psychiatrists from Coimbra’s HP-CHUC Child and Adolescent Psychiatry Department between 1998 and 2012.Results: Biographic, psychopathology, social and family aspects were analyzed. The response time throughout the process, the origin and nature of the request’s and the type of process which originated the request were also assessed. The authors identified the involved professionals and whether they needed to go to court. When there were questions, they evaluated the capacity to answer them, the forensic difficulties and solutions found, and the presence of recommendations.Discussion: The obtained results met the clinical experience and literature regarding demography and psychopathology. As for the difficulties, there were a number of aspects which could be improved by both parts, aiming to ameliorate the articulation between Health and Justice.Conclusion: With this study it was possible to reflect on the authors forensic practice, in order to develop a closer partnership with the courts to promote the real ‘best interests’ of children/adolescents and their families.

scholarly journals A Convenor on Approval

1980 ◽  
Vol 4 (4) ◽  
pp. 54-55
Author(s):  
Alistair M. Gordon
Keyword(s):  
Adolescent Psychiatry ◽  
Forensic Psychiatry ◽  
Professional Training ◽  
Psychiatric Hospitals ◽  
Child And Adolescent ◽  
Child And Adolescent Psychiatry ◽  
Mental Handicap ◽  
Psychiatric Units

The Approval Exercise in which psychiatric hospitals and units are approved for general professional training has recently completed the first round of visits to general psychiatric units. The present phase includes a continuing review of both fully and provisionally approved hospitals and first visits to subspecialty units in mental handicap, child and adolescent psychiatry, and forensic psychiatry. The announcement of an impending visit is likely to engender apprehension rather than a feeling of empathy with the task of the Convenor and his panel, but a description of the Convenor's role should dispel any misconception that it consists of a frolicsome succession of expense-accounted jaunts.

ECP09-05 - Psychiatric training in europe: the opinions of early career psychiatrists

2011 ◽  
Vol 26 (S2) ◽  
pp. 1809-1809 ◽  
Author(s):  
D. Giacco
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Adolescent Psychiatry ◽  
Forensic Psychiatry ◽  
Child And Adolescent ◽  
Child And Adolescent Psychiatry ◽  
Early Career ◽  
Psychiatric Training ◽  
Exchange Programs ◽  
Self Confidence

IntroductionThe recent reforms of mental health legislation occurred in most European countries, together with the continuous advances of technologies and the development of research in all the domains of psychiatry have deeply modified the role of mental health professionals with consequent changes in training needs for early career psychiatrists. The competencies required to psychiatrists today include not only the knowledge of the advances in neuroscience, psychopharmacology, psychotherapy and social psychiatry, but also the ability to understand the different clinical and social needs of the patients. Young psychiatrists report a gap between their knowledge and the skills required during the first years of their job.AimsThe European Psychiatric Association-Early Career Psychiatrists Committee, in cooperation with the European Federation of Psychiatric Trainees, conducted a survey among European young psychiatrists and psychiatric trainees, aimed at evaluating difficulties and perspectives related to psychiatric training residency.Methods86 respondents completed the Psychiatric Training Questionnaire, a multiple-choice and self-reported questionnaire, which evaluates: 1) satisfaction with training received; 2) self-confidence in theoretical and practical skills included in psychiatric training curriculum; 3) educational opportunities received during training.ResultsRespondents were almost equally split between trainees (54%) and young psychiatrists (46%). Seventy per cent of them were completely or partially satisfied with training received. Early Career Psychiatrists reported higher levels of self-confidence in clinical psychiatry (98%), psychopharmacology (69%) and emergency psychiatry (61%), whereas the most problematic areas were forensic psychiatry (64%) psychotherapy (61%) and child and adolescent psychiatry (57%). 41% of respondents was not assigned a tutor for clinical activities, 73% of them could not rely on a dedicated supervisor for training in psychotherapy and 58% had not the possibility to use a log-book to record the competencies acquired during training. Only 37% participated in exchange programs; all early career psychiatrists who had this opportunity found this experience very useful for their professional growth.ConclusionsStandards of training in psychiatry in Europe are generally satisfactory. However, our results highlight the need to:1)upgrade training in some areas, such as psychotherapy, forensic psychiatry and child and adolescent psychiatry;2)guarantee an adequate clinical supervision;3)spread the use of log-book;4)improve the opportunities for exchange programs.

scholarly journals The role of the speciality tutor in the training of junior doctors in psychiatry

1997 ◽  
Vol 21 (7) ◽  
pp. 435-437
Author(s):  
Patricia Hughes
Keyword(s):  
Graduate Education ◽  
Learning Disability ◽  
Royal College ◽  
Adolescent Psychiatry ◽  
Forensic Psychiatry ◽  
Child And Adolescent Psychiatry ◽  
Junior Doctors ◽  
Drugs And Alcohol ◽  
The University

“The Speciality Tutor is a psychiatrist working in the fields of child and adolescent psychiatry, psychotherapy, forensic psychiatry, learning disability, psycho-geriatrics, or the dependencies (drugs and alcohol), who is regarded as the tutor for the organisation of training in that speciality in the Region. There is one tutor for each Region.” (Royal College of Psychiatrists, 1996)The speciality tutor is recognised but not appointed by the College. He or she may be appointed by the University, the Regional Post graduate Education Committee, or by a local committee, for example, the local Division of Psychiatry. The appointment, however, must have the agreement of colleagues (Royal College of Psychiatrists, 1996).

Handbook for Trainees in Child and Adolescent Psychiatry and Psychology

PsycCRITIQUES ◽  
2007 ◽  
Vol 52 (43) ◽  
Author(s):  
Marios Constantinou ◽  
Margarita Kapsou ◽  
Maria Karekla
Keyword(s):  
Adolescent Psychiatry ◽  
Child And Adolescent ◽  
Child And Adolescent Psychiatry
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