Evidence for Greater Forensic Education of all Psychiatry Residents.

Booth and his colleagues have made an important contribution to the emerging evidence base that shows education in forensic psychiatry topics can improve attitudes toward the field. Given the desinstitutionalization of those with severe mental illness from state psychiatric facilities and the incarceration of many individuals with severe mental illness in correctional facilities, the need to train many more psychiatrists with competence in correctional settings is clear. Simply training more forensic psychiatrists will not both meet the psychiatric needs of incarcerated patients and fulfill the essential roles forensic psychiatrists play in the justice system. Therefore, it is essential that all psychiatry residency programs include time allotted to forensic psychiatry just as time is allotted to the other major subspecialties, including child and adolescent psychiatry, addiction psychiatry, geriatric psychiatry, and psychosomatic medicine. It is likely that the only way to achieve this necessary outcome is through advocacy for the Accreditation Council for Graduate Medical Education (ACGME) to mandate a rotation in forensic psychiatry, for psychiatry residency programs to be accredited.

Through the eyes of another: improving the skills of forensic providers using a consumer-informed role-play procedure.

OBJECTIVE: We describe an intervention aimed at improving the quality of care delivered by forensic clinicians and at exposing them to the principles of client-centered care. METHOD: Thirty-five forensic clinicians belonging to various professional disciplines participated in a day-long, multi-modal training developed with the help of former residents of a maximum-security forensic hospital. The main components of the training included a 1.5-hour simulation during which participants role-played being hospital residents, a video on discrimination, and a panel discussion with several of the former hospital residents. RESULTS: Participants rated the training as very relevant to their work, very worthy of being recommended to their peers, and as a profoundly positive and enriching experience. The benefits derived from the training included greater connectedness among the staff and better understanding of the patients' experiences. CONCLUSION: Factors that appear to have contributed to the success of the training sessions include administrative support, use of a multi-modal approach, and use of small groups.

[Current problems in psychiatric health care in Poland (2005)]. / Aktualne problemy psychiatrycznej opieki zdrowotnej w Polsce (2005 r.).

The paper is a presentation of the most important and actual psychiatric health care problems in Poland: the financial situation of hospitals, the risk faced by the out-patient psychiatric care,ethical problems related to clinical practice, as well as issues on postgraduate education.