Abstract
An assumption underlying this paper is that knowledge of psychotherapy should be available to all psychiatry trainees, not just to those with a special interest in psychotherapy. It does not, of course, follow that all trainees should practise psychotherapy throughout their careers, but they should know something about the therapeutic aspects of the doctor-patient relationship. These aspects are highlighted in psychotherapy but are by no means exclusive to it. Given this assumption, we are faced with the problem of how to provide this training—in terms of content and logistics.
Highlights
The project links three rele vant questions: l)Can we describe a plausible 'model' of psychotherapy which can be specified in terms of aims and therapist behaviour? This model should not, oversimplify the reality of clinical practice by overdetermining the responses a therapist might make
The materials include a booklet introducing the model of psychotherapy; it describes basic techniques of starting interviews and forming a therapeutic contract which are widely applicable in psychiatry
Some training in psychotherapy is an essential part of postgraduate psychiatric education
Summary
An assumption underlying this paper is that knowledge of psychotherapy should be available to all psychiatry trainees, not just to those with a special interest in psychotherapy. The materials include a booklet introducing the model of psychotherapy; it describes basic techniques of starting interviews and forming a therapeutic contract which are widely applicable in psychiatry. The simplest would be to develop teaching material to introduce trainees to basic concepts of psycho therapy so that available supervision time can be spent more profitably. A more far-reaching development is to integrate some of the newer teaching techniques, such as microteaching, into psychotherapy training This entails looking at the practice of psychotherapy from a different perspective which could draw on techniques from behavioural therapy—such as task analysis, forming therapeutic contracts, and setting aims— whilst continuing to be concerned with those processes '... It is appropriate that psychotherapy supervision be included in this trend
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