Psychodynamic perspectives of training in child psychiatry.

Abstract

Residency training in child psychiatry requires considerable change in approach and in personal involvement on the part of the resident who enters the field after training in adult psychiatry. The resident needs to become familiar with the influence on children of a wide variety of modes of living, biological, psychological, social, and developmental aspects and interaction processes within the family and the community. Because of the abundance of material he has to learn, a carefully planned training program should be instituted, with guidance in the gradual absorption of knowledge and the expansion of skills. Various previous personal experiences, approaches, and opinions of the resident influence his work. Psychodynamic aspects of the training process need considerable attention in supervisory sessions with child psychiatry residents. This should promote establishment of a firm professional identity, which is essential to avoid unnecessary drop outs and to assure fulfillment of the many roles of child psychiatry.