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首页> 外文期刊>Academic psychiatry: the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry >Group day: Experiential learning about group psychotherapy for psychiatry residents at university of Toronto
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Group day: Experiential learning about group psychotherapy for psychiatry residents at university of Toronto

机译：团体日：在多伦多大学为精神病学居民进行团体心理疗法的经验学习

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Experiential learning of group therapy training has historically been widely accepted; however, there are few contemporary reports in the literature regarding experiential training groups for mental health professionals (1-6). There are no recent data evaluating such training groups for psychiatry residents. In the absence of such data, residency program directors may view training groups as negative experiences of little value and may believe that residents are disinterested in or opposed to such groups (4). The current article addresses this gap in the literature by examining residents' experiences of, and considering the potential relevance of, the University of Toronto Department of Psychiatry's annual experiential "Group Day," based on 3 years of evaluations completed by participants (N= 149). Method Group Day is an annual, full-day educational event, and participation at least once during 5 years of residency training is mandatory; further participation is optional. Group leaders are invited by the Head of the Group chotherapy Program; they are faculty members, experienced in conducting groups, and are supervisors of group-psychotherapy training for residents. They may be remunerated by their respective hospitals. Leaders prepare by meeting in advance, at the lunch break during Group Day for peer supervision, and after the day, to debrief.Five to seven groups of approximately 8 to 10 residents each are assembled to ensure a heterogeneous mix of participants regarding year of training, gender, and previous experience, and to separate residents who currently work together. Group leaders are assigned with a view to avoiding any supervisory dyads within the group or other close relationships that may inhibit participants. To facilitate careful group composition, residents are asked to register in advance.A flyer with a description of the day, noting that it is experiential rather than didactic, is circulated in advance, along with a summary of feedback from participants from the previous year and selected readings (available from the authors). The structure of the day is the following: ? Brief welcome and introduction ? Experiential groups (2 hours) ? Lunch break (1 hour); facilitators meet for peer supervision ? Experiential groups resume (2XA hours) There is no formal didactic component to the day. Learning is experiential and occurs through the process of actual participation in the group. Participation is required for the entire day.Group leaders establish the group's purpose and norms (e.g., confidentiality); maintain a climate of safety; build cohesion; and model respect, openness, and caring.Group leaders emphasize an interactional here-and-now focus, moderate the pace of the group, promote terrpersonal learning, and capitalize on opportunities to explain group process and facilitator techniques. Early in the day, group leaders explicitly address residents' fear of exposure and vulnerability among colleagues and faculty members
机译：历史上，团体疗法培训的经验学习已被广​​泛接受。然而，文献中很少有关于精神卫生专业人员经验培训小组的当代报道（1-6）。最近没有数据评估这种针对精神病患者的培训小组。在没有此类数据的情况下，居住项目主管可能会将培训小组视为无价值的消极经历，并可能认为居民对此类小组不感兴趣或反对（4）。本篇文章根据参与者完成的3年评估（N = 149），通过研究居民对多伦多大学精神病学系年度体验“团体日”的经历并考虑其潜在相关性，解决了文献中的这一空白。 ）。 “方法组日”是一年一度的全日制教育活动，必须进行5年居住培训中至少一次。进一步参与是可选的。小组负责人应小组治疗计划负责人的邀请;他们是教师，具有进行小组活动的经验，并且是针对居民进行小组心理治疗培训的主管。他们可能由各自的医院获得报酬。领导者需要在小组会议期间的午休时间事先开会以供同伴监督，并在第二天之后汇报情况。五到七组，每组约8至10位居民，以确保参加培训的人参差不齐，性别和以前的经历，并区分目前一起工作的居民。分配组长的目的是避免组内进行任何监督活动，或避免可能妨碍参与者的其他亲密关系。为方便小组成员的认真安排，要求居民提前注册，并提前分发一份带当天说明的传单，指出这是一种体验而不是说教的方式，并附有前一年和之后参与者的反馈摘要。选定的读物（作者提供）。一天的结构如下：简短的欢迎和介绍？体验小组（2小时）？午餐时间（1小时）;主持人见面以进行同行监督？体验小组恢复（2XA小时）当天没有正式的教学内容。学习是体验式的，是通过实际参与小组的过程而发生的。一整天都需要参与。小组组长确定小组的目的和规范（例如保密）;保持安全气氛;建立凝聚力;小组负责人强调现在和现在之间的互动焦点，控制小组的步调，促进人际学习，并利用机会来解释小组过程和协助者技巧。当天早些时候，小组负责人明确地解决了居民担心同事和教职员工之间的接触和脆弱性的问题。

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