What is it about DID? A patient and clinician perspective

2021 ◽  
Vol 27 (2) ◽  
pp. 99-101
Author(s):  
Amy Crellin ◽  
Melanie Temple
Keyword(s):  
Mental Health ◽  
Royal College ◽  
Psychiatric Diagnosis ◽  
Dissociative Identity Disorder ◽  
Diagnosis And Treatment ◽  
Psychiatric Practice ◽  
Psychiatric Training ◽  
Neurological Findings ◽  
Mental Health Patients ◽  
Psychiatric Conditions

SUMMARY The diagnosis of dissociative identity disorder (DID) remains a contentious area in mental health. Patients experiencing such difficulties are often harshly identified as suggestible neurotics and interested clinicians as fanatics. However, for the sufferer, DID is as real and has as much impact as any other psychiatric diagnosis. This commentary challenges psychiatry's dismissive and disbelieving attitude towards DID. The authors (a person with DID and a clinician) acknowledge the limited understanding of DID's aetiology and the paucity of associated neurological findings, but ask whether this is not the case for many other accepted psychiatric conditions. They call for UK psychiatric practice to move on from the debate and for the Royal College of Psychiatrists to take the lead, with inclusion of DID in core psychiatric training and guidelines on approaches to diagnosis and treatment.

Developing a Curriculum and Standards for Psychiatric Training in Perinatal Mental Health

2017 ◽  
Vol 41 (S1) ◽  
pp. S65-S65
Author(s):  
E. McDonal
Keyword(s):  
Mental Health ◽  
Curriculum Development ◽  
Royal College ◽  
Perinatal Mental Health ◽  
Psychiatric Training ◽  
Intensive Training ◽  
Perinatal Psychiatry ◽  
Workforce Issues ◽  
Training Courses ◽  
Competing Interest

This presentation will inform the audience about the workforce issues in England in relation to Perinatal Psychiatry. The talk will illustrate the methods being utilised within the Royal College of Psychiatrists to develop the skills and competencies of clinicians. Intensive training courses, curriculum development and an innovative bursary scheme for consultant psychiatrists will be described.Disclosure of interestThe author has not supplied his declaration of competing interest.

scholarly journals A survey of psychotherapy training among psychiatric trainees

1996 ◽  
Vol 20 (9) ◽  
pp. 536-537 ◽  
Author(s):  
Ross J. Hamilton ◽  
Diana Tracy
Keyword(s):  
Royal College ◽  
Psychotherapy Training ◽  
Psychiatric Practice ◽  
Psychiatric Training ◽  
Training Experience ◽  
Core Element ◽  
The Future

The Royal College of Psychiatrists has stressed that psychotherapy skills are seen as a core element of psychiatric practice. To formalise this a new set of guidelines for psychotherapy training as part of general professional psychiatric training was published in November 1993. Concerns have been expressed over the implementation of previous guidelines from 1986. We have surveyed the psychotherapy training experience in our area and have worked with the psychotherapy department to address the findings. The future of training in the psychotherapies and implementation of the most recent guidelines are considered.

The Myth of Mental Illness: The Feuchtersieben Version

Gesnerus ◽  
1984 ◽  
Vol 41 (1-2) ◽  
pp. 3-32
Author(s):  
Nathaniel Laor
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Mentally Ill ◽  
Psychiatric Diagnosis ◽  
Diagnosis And Treatment ◽  
Present Essay ◽  
Alternative Approach ◽  
Human Autonomy ◽  
The Common ◽  
Thomas Szasz

Ernst von Feuchtersieben is an eminent nineteen century Viennese psychiatrist who is almost completely ignored both by modern psychiatrists and historians of psychiatry. Flowever, he has recently been mentioned by Thomas Szasz who views him as his predecessor and ascribes to hiin his own thesis, namely, that mental illness is a mere myth (or at best a mere metaphor) which was introduced into psychiatry by Johann Heinroth. The present essay examines the question can Feuchtersieben be viewed as Szasz's forerunner. Szasz follows the individualistic principles rigorously and argues that all goal-directed individuals are autonomous—regardless of whether they stiffer while struggling towards their goals. Hence, Szasz excludes the mentally ill from the realm of medicine and renders immoral the psychiatrists who impose on them psychiatric diagnosis and treatment. For those who endorse in one and the same time both the principles of individualistic ethics and the common opinions concerning the autonomy of the mentally ill, the paradoxicality of the common opinions, in the light of Szasz's works, seems unsolvable. Feuchtersieben endorses (the Kantian version of) the individualistic ethics yet, sensitive to the paradox, he follows Solomon Maimon's critique of Kant and rejects, at times, Kant's dogmatic view of human freedom. He thus rejects both poles of the paradox as a myth (à la Lévi-Strauss) and offers an alternative approach instead of the paradoxical one. Fie recommends we view mental health and autonomy as regulative principles in the empirical domain. The physician, the educator, the clergyman and the legislator should cooperate in diagnosing and treating defects of both mental health and human autonomy. Szasz is therefore in error when he claims Feuchtersieben as his predecessor. The views concerning the mentally ill of these two are diametrically opposed. Moreover, I think Feuchtersleben's view is superior: indeed, whereas Szasz succumbs to or, at best, explains away the myths which prevail to the present day regarding the mentally ill, Feuchtersieben offers an explanation and a proposal of treatment.

Diagnosis and Serious Mental Illness

1996 ◽  
Vol 30 (4) ◽  
pp. 445-449 ◽  
Author(s):  
Donald C. Grant ◽  
Edwin Harari
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Patient Care ◽  
Serious Mental Illness ◽  
Psychiatric Diagnosis ◽  
Clinical Skills ◽  
Clinical Encounter ◽  
Psychiatric Practice ◽  
Health Reforms ◽  
Mental Health Reforms

We examine some limitations of the psychiatric diagnosis, particularly in the assessment of the seriousness of a patient';;s mental illness. The bureaucratic or technocratic use of the concept ‘serious mental illness’ is contrasted with the perspective of the clinician who provides ongoing patient care. A decline in the clinical skills of psychiatrists is likely if proposed mental health reforms regulate psychiatric practice according to bureaucratic and technocratic definitions of serious mental illness rather than the realities of the clinical encounter between patient and doctor.

What should psychiatric trainees in years 1–3 gain from CBT training? Implications from a Royal College Divisional Workshop

2011 ◽  
Vol 4 (2) ◽  
pp. 78-87 ◽  
Author(s):  
Steve Moorhead ◽  
Adrian Lloyd ◽  
John Holmes
Keyword(s):  
Small Group ◽  
Royal College ◽  
Psychiatric Practice ◽  
Psychiatric Training ◽  
Brief Psychotherapy ◽  
Regional Meeting ◽  
Specialist Practice ◽  
Further Development

AbstractCompetencies for psychiatric training have been developed that reflect what psychiatrists have to be able to do in order to function in their role. Although the need for a formally delivered psychotherapy experience is assumed and associated competencies are represented in the curriculum, it is not clear which competencies thereby achieved can be translated into generic practice. This paper reports the outcomes of a workshop held at an academic regional meeting of the Royal College of Psychiatrists. Potential competencies to be achieved following training and experience in CBT were presented. Small group review of the frameworks and subsequent feedback demonstrated broad support for requirements of CBT knowledge and attitudinal competencies that could inform day-to-day practice, within a generic psychotherapeutic skills framework. New competencies that were related to CBT and considered meaningful in daily psychiatric practice emerged. Further development of these ideas from the workshop in this paper leads to a set of coherent competencies that would be helpful in non-CBT specialist practice and are congruent with the context of generic psychiatric practice. These enable models of training other than the delivery of a single ‘brief’ psychotherapy case to be considered.

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