Coverage of child maltreatment and adult trauma in graduate psychopathology textbooks.

OBJECTIVE: Undergraduate psychology textbooks often present trauma, particularly child maltreatment (CM) and its consequences, inadequately or inaccurately. Adequate education about CM and adult trauma (AT) is crucial because they are prevalent and their health impacts are widespread and enduring. Furthermore, mental health professionals are called upon to treat disorders and problematic behaviors associated with trauma yet have often not received adequate knowledge and training about trauma and its treatment. This is the first study to investigate the adequacy and accuracy of the coverage of CM and AT in graduate psychology psychopathology textbooks. METHOD: To address this gap, we reviewed and scored 10 graduate psychology psychopathology textbooks to determine the adequacy, completeness, and balance in their coverage of CM and AT. RESULTS: There was a surprisingly wide range of scores, with some textbooks presenting little research on trauma or unbalanced coverage of trauma-related debates. Even the texts that earned the highest scores could more fully address trauma and/or provide more balanced discussion of debates. CONCLUSIONS: Graduate textbooks would benefit from increased attention to, and more balanced coverage of, CM and AT. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

[The psychopathology of the Wernicke-Kleist-Leonhard School and its relevance for present-day psychiatry]. / Die Psychopathologie der Wernicke-Kleist-Leonhard Schule und ihre Bedeutung für die aktuelle Psychiatrie.

Historically, the Wernicke-Kleist-Leonhard School represents a countermovement to psychopathology as described by Karl Jaspers and Kurt Schneider. The School aimed to interlink psychopathological and neurobiological aspects. Starting from the model of different functional neuronal systems, each of which can be disturbed in the sense of a hypofunction, hyperfunction, or parafunction, it developed a comprehensive phenomenology of psychopathological symptoms and syndromes that finally culminated in Karl Leonhard's course descriptions. This school of thought can provide important impulses even today. Thus, on the one hand, the neurobiological models can serve as the basis for additional research projects and on the other hand, the psychopathological descriptions of disorders can perhaps also be interpreted in the sense of typological constructs that can contribute to pragmatic clinical decisionmaking.

Almost Psychiatry: The Impact of Teaching Child and Adolescent Mental Health Studies to Undergraduate College Students.

OBJECTIVE: The Child and Adolescent Mental Health Studies (CAMS) program is housed in a Liberal Arts undergraduate college of a large research university. Psychiatrists, clinical psychologists, and social workers at the university's medical center teach the courses. The purpose of this study is to evaluate the extent to which CAMS encourages graduates of the program to pursue a career in child and adolescent mental health (CAMH). METHODS: In 2015-2016, graduates of the CAMS program were invited to participate in a mixed methods study. In addition to statistical analyses, qualitative thematic analyses were performed to interpret free-text responses. RESULTS: Forty-five percent (314/702) of invited graduates completed the online survey. Interviews were conducted with 11% (34/314) of participants by study staff over the phone. Quantitative results suggested that 81% (149/185) of participants enrolled in educational programs after graduation due to an interest in CAMH. A significantly higher proportion of the total sample (t = 3.661, p < .001) reported that they changed their career goals while undergraduate students compared to those who did so after graduation. Results of qualitative interviews with 34 participants uncovered five key themes unique to CAMS that may explain the program's influence on graduates' career choices and career development: practitioners-as-instructors, instructor mentorship, novel course content, experiential learning opportunities, and career training and skills. CONCLUSIONS: Quantitative and qualitative results indicated that teaching college undergraduate students about CAMH encourages them to set career goals within the field. These findings suggest the utility of implementing similar programs at other undergraduate colleges.

Sobre el juicio psiquiátrico y su pretensión de verdad: una mirada crítica / On psychiatric judgement and its pretension of truth: a critical approach

La legitimidad de la práctica psiquiátrica se fundamenta sobre una pretensión de verdad derivada de aquella metodología que desde los comienzos de la era moderna actúa como garante de conocimiento cierto y verdadero: las ciencias naturales. Sin embargo, la psiquiatría se sigue caracterizando por una inconsistencia teórica, práctica y conceptual que ha requerido hasta el día de hoy de incesantes esfuerzos destinados a alcanzar una estabilidad que jamás ha superado el umbral de la transitoriedad. Ante el fracaso experimentado por las ciencias naturales a la hora de estabilizar el ámbito de conocimiento de la subjetividad y de la experiencia psicopatológica, dirigiremos una mirada crítica hacia el objeto de estudio de la psiquiatría con el fin de esclarecer los motivos subyacentes a su falta de progreso, destacando la ilegitimidad de las pretensiones científico-naturales que ostenta en relación al estudio de la experiencia subjetiva. Encontraremos en la hermenéutica una alternativa metodológica capaz de articular un conocimiento sistemático adecuado a la peculiar naturaleza de la experiencia subjetiva y describiremos el concepto de objetividad hermenéutica como una herramienta epistémica destinada a legitimar la pretensión de verdad del juicio psiquiátrico sin apelar a una metodología, la de las ciencias positivas, que se revela como inadecuada a la hora de tratar de dar cuenta del fenómeno psicopatológico (AU)

Psychiatric practice is legitimized by its adscription to a methodological approach that has represented a sure path towards true knowledge all throughout the modern era: the natural sciences. In spite of this, the history of psychiatry is scattered with theoretical, practical and conceptual inconsistencies that have demanded continuous efforts aimed at reaching a degree of stability that has never been more than transient. In the face of the natural sciences’ failure to offer a stable framework of knowledge for psychopathology and subjective experience, we shall address psychiatry’s object of study in order to shed some light on the reasons underlying its lack of progress, highlighting the illegitimacy of a natural-scientific approach towards subjective experience. We will find in hermeneutics an alternative methodological approach that will settle the basis for a systematic approach towards an analysis of subjective experience. We will further describe the notion of hermeneutic objectivity as an epistemic device aimed at legitimizing psychiatry’s pretension of truth without resorting to a positivistic methodology, which has already proved to be inadequate when dealing with psychopathological phenomena (AU)

Decreased expression of MicroRNA-200 family in human breast cancer is associated with lymph node metastasis

Objectives: MicroRNA-200 family (miR-200f) has been consistently reported to be deregulated and modulate the metastatic process in multiple cancers. In the present study, we detected the expression of miR-200f in breast cancer (BC) tissue and explored its relationships with clinicopathological characteristics, especially with lymph node metastasis. Methods: Expression levels of miR-200a, miR-200b, miR-200c, miR-141, and miR-429 in 99 pairs of BC tissues and adjacent normal tissues were measured by real-time quantitative PCR. The correlation between miR-200f level and multiple clinicopathological factors was then examined by Mann Whitney test, ANOVA, and operating characteristic (ROC) analysis. Results: All members of the miR-200f were down-regulated in BC tissue compared with that in normal adjacent tissue; miR-200a, miR-200b, and miR-200c were highly decreased (p< 0.05), while the differences of miR-141 and miR-429 between patients and the control group were not statistically significant. Furthermore, all five members were found to be distinctly decreased with the incidence of lymph node metastasis (p < 0.05); When the patients were divided into three groups according to the number of lymph node metastasis (0; 1-3; ≥ 4), a gradual decrease of miR-200f expression was observed with the increasing number of lymph node metastasis; ROC revealed that miR-200b can differentiate patients with lymph node metastasis from those without lymph node metastasis. Conclusion: These observations imply that the down regulation of miR-200f in human BC is associated with an invasive phenotype, and miR-200b may be useful to estimate the likelihood of the presence of pathologically positive lymph nodes (AU)

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Education in Psychopathology in Europe: Results from a Survey in 32 Countries.

OBJECTIVES: The aim of the present paper is to assess the current status of training on psychopathology in Europe and to identify the unmet needs of training on psychopathology. METHODS: An online survey was carried out during the period July-December 2013. Forty-one representatives of early career psychiatrists of their national associations were invited to participate. Each respondent was asked to provide the collective feedback of the association rather than that of any of its individual officer or member. RESULTS: Thirty-two associations returned the questionnaire out of the 41 contacted (response rate, 78%). All respondents recognized psychopathology as a core component of training in psychiatry. According to respondents, the primary aims of psychopathology are (a) to assess psychiatric symptoms (47%), (b) to understand patients' abnormal experiences (33%), and (c) to make nosographical diagnosis (20%). A formal training course in psychopathology is available in 29 out of the 32 surveyed countries. In most countries, (a) there is not a defined number of hours dedicated to psychopathology, (b) teaching is mainly theoretical, and (c) a structured training on psychometric tools is missing. At the end of the training, about half of trainees is not satisfied with received training in psychopathology. CONCLUSIONS: According to European early career psychiatrists, there is the need to rethink training in psychopathology, which should be at the heart of training in psychiatry and the key element of psychiatric practice. Education in psychopathology is affected by several unmet needs, such as lack of appropriate training in the use of psychometric instruments, lack of supervision, and lack of practical skills.

[Psychopathology and film: a valuable interaction?]. / Psychopathologie en film: een waardevolle interactie?

BACKGROUND: Film or film fragments are often used in psychopathology education. However, so far there have been very few articles that have discussed the benefits and limitations of using films to explain or illustrate psychopathology. Although numerous films involves psychopathology in varying degrees, it is not clear how we can use films for psychopathology education. AIM: To examine the advantages, limitations and possible methods of using film as a means of increasing our knowledge and understanding of psychiatric illnesses. METHOD: We discuss five examples that illustrate the interaction of film and psychopathology. On the one hand we explain how the psychopathological concepts are used in each film and on the other hand we explain which aspects of each film are valuable aids for teaching psychopathology. RESULTS: The use of film makes it possible to introduce the following topics in psychopathological teaching programme: holistic psychiatric reasoning, phenomenology and the subjective experience, the recognition of psychopathological prototypes and the importance of context. CONCLUSION: There is undoubtedly an analogy between the method we have chosen for teaching psychopathology with the help of films and the holistic approach of the psychiatrist and his or her team. We believe psychopathology education can benefit from films and we would recommend our colleagues to use it in this way.

Cinematherapy and film as an educational tool in undergraduate psychiatry teaching: a case report and review of the literature.

Film possesses an extraordinary power and offers an unrivalled medium for entertainment and escapism. There are many films that revolve around a mental illness theme and the medical specialty that most commonly features in motion picture is psychiatry. Over the last few decades films have become increasingly used as an educational tool in the teaching of psychiatry topics such as mental state examination to undergraduate students. Above and beyond its utility in pedagogy, film also has the power to heal and the term cinematherapy has been coined to reflect this. Indeed, there are case studies of people with first-hand experience of psychopathology who report that watching films with a mental illness theme has contributed to their recovery. We provide a first person narrative from an individual with schizophrenia in which he expounds on the concepts of cinematherpy and metaphorical imagery in films which theme on psychosis.