- Email: [email protected]
Teaching Therapy: A Co-Therapy Model
WORKSHOPS 25 – 27
WORKSHOP 25 THIS WORKSHOP WILL BE IMPROVISED: USING IMPROVISATIONAL SKILLS TO BECOME A BETTER COMMUNICATOR, CLINICIAN, AND TEACHER A. Lee Lewis, MD, Psychiatry and Behavioral Sciences, Medical University of South Carolina, 69 Warren St, Charleston, SC 29403; Greg Tavares, MA Objectives: This is a workshop for educators, clinicians, residents, child psychiatry fellows, and students to improve their communication and teaching skills through a series of interactive sessions based around the principles of improvisational theater. The participants will, within the context of the session, improve their abilities to think on their feet, will learn to adapt to common mistakes and errors in communication, and will improve their abilities to connect in the moment with students, colleagues, and patients. Methods: The workshop is designed to be a two and a half hour program. The time will be alotted into a 30-minute opening discussion about Improvisational Theory and its usefulness in an educational setting followed by three 30-minute breakout worshops designed to build improvisational skill. We will close with a 30-minute wrap-up session and demonstration period along with a Q&A session with the facilitators. 1. Opening: The two facilitators will discuss utilization of improvisational theory in facilitating effective communication, adapting to change, and management of stress. One introductory discussion will be led by an MD (Lee Lewis) and the other by an improvisational teacher and author (Gregory Tavares) 2. Workshop 1: The first workshop will focus on improving attendees’ abilities to think on their feet. Specific improvisational skills and games will be taught to show the importance of a quick and agile mind and how to tap into and enhance your ability to improvise. 3. Workshop 2: The second workshop will focus on adapting to errors and mistakes. Specific improvisational skills and games will be utlized to examine how some errors occur and how to adapt in the moment effectively to maximize educational and communicative benefit. 4. Workshop 3: The final workshop will focus on making connections. Specific improvisational skills and games will be utilized to show attendees how to more effectively bond with students, colleagues, and patients in clinical and educational settings. Results: Attendees will leave with a better understanding of the utility of improvisational skills in educational and clinical settings and with new skills and exercises that they can use at their home institutions and practices. Conclusions: In a very informative and fun workshop, attendees’ communication skills will be improved by a “crash-course” in improvisational theater skills.
AC EDUC REST Sponsored by AACAP's Training and Education Committee http://dx.doi.org/10.1016/j.jaac.2016.07.095
WORKSHOP 26 CARING AT COLUMBIA HEAD START: PROMOTING RESILIENCE THROUGH CREATIVE ART AND PLAY AND A PREVENTION MODEL FOR AT-RISK PRESCHOOL CHILDREN AND FAMILIES Clarice Kestenbaum, MD, Child and Adolescent Psychiatry, Columbia University, 1051 Riverside Drive, Unit #74, New York, NY 10032; Ian A. Canino, MD, Child and Adolescent Psychiatry, Columbia University, 1051 Riverside Drive, Unit #74, New York, NY 10032; William C. Wu, MD; Helena Duch, PsyD; Maria Marti, PhD; Robin Snow; Kotoe Suzuki; Gladys CortezFeliciano; Mark Levine; Alexander Hoberman, LCAT; Cardidad Benavides, MD; Alexander Cruz Objectives: The CARING at Columbia Head Start preschool (New York, NY, USA) parent–child program is a unique preventive intervention for at-risk
S352
www.jaacap.org
preschool children and families served by Head Start. By learning about the CARING model, participants will gain knowledge about specific strategies for helping parents of preschool children strengthen their bonds with their children through creative-expressive play. Knowledge of the negative and long-term effects of adversity and stress on early child development and the importance of strong supportive and positive parent–child relationships in mitigating the effects of stress and promoting positive developmental outcomes is essential to current mental health providers. Methods: The presenters will describe in depth the CARING at Columbia Head Start preschool parent–child program, a unique group-preventive intervention for at-risk preschool children and families. The presenters will also share the methods and results of a current research study on the CARING program. Participants will be led through a set of role-play exercises in small groups by CARING’s creative arts staff to illustrate specific play skills taught in the CARING curriculum and facilitate discussion about their implementation. Results: Through the presentation of the CARING at Columbia Head Start program and current research study, participants will strengthen their understanding of the effects of stress and adversity on early childhood development and the protective role of supportive parent–child relationships, and they will learn effective strategies for improving and strengthening the parent–child relationship through creative-expressive play. Conclusions: Early preventive intervention is essential in mitigating the negative effects of early childhood stress and adversity. Promoting positive supportive parent–child relationships is an important goal in improving developmental outcomes in at-risk children and families. The CARING at Columbia Head Start preschool parent–child program is an effective early childhood prevention program that successfully implements strategies for promoting positive supportive parent–child relationships through creativeexpressive play.
EC PAT PRE http://dx.doi.org/10.1016/j.jaac.2016.07.096
WORKSHOP 27 TEACHING THERAPY: A CO-THERAPY MODEL Nina Vasan, MD, Psychiatry, Stanford University Hospital, 401 Quarry Road, Stanford, CA 94305; Anita Kishore, MD, Stanford University School of Medicine, 265 Swain Way, Palo Alto, CA 94304-2393; Shani Isaac, MD; Dorothy E. Stubbe, MD; Linda J. Lotspeich, MD; Yuriy Dobry, MD; Isheeta Zalpuri, MD; Elizabeth Reichert, PhD; Victoria Cosgrove, PhD Objectives: Traditional psychotherapy education for trainees is centered around didactic instruction and supervision via recounting or observation of video recordings, leaving the supervisor one step removed from the patientdoctor interaction. The co-therapy model of education, the epitome of collaboration, is an underutilized approach that offers unique advantages to teaching, learning psychotherapy, and patient care. Methods: This workshop will provide a primer in co-therapy through discussion and small-group interaction. Results: Participants will gain exposure to the principles of a co-therapy model of education, including adult learning theory; understand how to implement a co-therapy model into residency training, including how to address resource issues; and learn and practice skills and techniques of communication applicable to the teaching, learning, and co-therapy. Conclusions: Participants will learn advantages of a co-therapy model from the perspective of the supervisor and resident and learn how to manage logistical and emotional challenges that may arise in implementing a cotherapy model of education.
AC P REST Sponsored by AACAP's Early Career Psychiatrist Committee and Training and Education Committee http://dx.doi.org/10.1016/j.jaac.2016.07.097
J OURNAL
OF THE
AMERICAN ACADEMY OF CHILD & ADOLESCENT P SYCHIATRY VOLUME 55 NUMBER 10S OCTOBER 2016
WORKSHOP 25 THIS WORKSHOP WILL BE IMPROVISED: USING IMPROVISATIONAL SKILLS TO BECOME A BETTER COMMUNICATOR, CLINICIAN, AND TEACHER A. Lee Lewis, MD, Psychiatry and Behavioral Sciences, Medical University of South Carolina, 69 Warren St, Charleston, SC 29403; Greg Tavares, MA Objectives: This is a workshop for educators, clinicians, residents, child psychiatry fellows, and students to improve their communication and teaching skills through a series of interactive sessions based around the principles of improvisational theater. The participants will, within the context of the session, improve their abilities to think on their feet, will learn to adapt to common mistakes and errors in communication, and will improve their abilities to connect in the moment with students, colleagues, and patients. Methods: The workshop is designed to be a two and a half hour program. The time will be alotted into a 30-minute opening discussion about Improvisational Theory and its usefulness in an educational setting followed by three 30-minute breakout worshops designed to build improvisational skill. We will close with a 30-minute wrap-up session and demonstration period along with a Q&A session with the facilitators. 1. Opening: The two facilitators will discuss utilization of improvisational theory in facilitating effective communication, adapting to change, and management of stress. One introductory discussion will be led by an MD (Lee Lewis) and the other by an improvisational teacher and author (Gregory Tavares) 2. Workshop 1: The first workshop will focus on improving attendees’ abilities to think on their feet. Specific improvisational skills and games will be taught to show the importance of a quick and agile mind and how to tap into and enhance your ability to improvise. 3. Workshop 2: The second workshop will focus on adapting to errors and mistakes. Specific improvisational skills and games will be utlized to examine how some errors occur and how to adapt in the moment effectively to maximize educational and communicative benefit. 4. Workshop 3: The final workshop will focus on making connections. Specific improvisational skills and games will be utilized to show attendees how to more effectively bond with students, colleagues, and patients in clinical and educational settings. Results: Attendees will leave with a better understanding of the utility of improvisational skills in educational and clinical settings and with new skills and exercises that they can use at their home institutions and practices. Conclusions: In a very informative and fun workshop, attendees’ communication skills will be improved by a “crash-course” in improvisational theater skills.
AC EDUC REST Sponsored by AACAP's Training and Education Committee http://dx.doi.org/10.1016/j.jaac.2016.07.095
WORKSHOP 26 CARING AT COLUMBIA HEAD START: PROMOTING RESILIENCE THROUGH CREATIVE ART AND PLAY AND A PREVENTION MODEL FOR AT-RISK PRESCHOOL CHILDREN AND FAMILIES Clarice Kestenbaum, MD, Child and Adolescent Psychiatry, Columbia University, 1051 Riverside Drive, Unit #74, New York, NY 10032; Ian A. Canino, MD, Child and Adolescent Psychiatry, Columbia University, 1051 Riverside Drive, Unit #74, New York, NY 10032; William C. Wu, MD; Helena Duch, PsyD; Maria Marti, PhD; Robin Snow; Kotoe Suzuki; Gladys CortezFeliciano; Mark Levine; Alexander Hoberman, LCAT; Cardidad Benavides, MD; Alexander Cruz Objectives: The CARING at Columbia Head Start preschool (New York, NY, USA) parent–child program is a unique preventive intervention for at-risk
S352
www.jaacap.org
preschool children and families served by Head Start. By learning about the CARING model, participants will gain knowledge about specific strategies for helping parents of preschool children strengthen their bonds with their children through creative-expressive play. Knowledge of the negative and long-term effects of adversity and stress on early child development and the importance of strong supportive and positive parent–child relationships in mitigating the effects of stress and promoting positive developmental outcomes is essential to current mental health providers. Methods: The presenters will describe in depth the CARING at Columbia Head Start preschool parent–child program, a unique group-preventive intervention for at-risk preschool children and families. The presenters will also share the methods and results of a current research study on the CARING program. Participants will be led through a set of role-play exercises in small groups by CARING’s creative arts staff to illustrate specific play skills taught in the CARING curriculum and facilitate discussion about their implementation. Results: Through the presentation of the CARING at Columbia Head Start program and current research study, participants will strengthen their understanding of the effects of stress and adversity on early childhood development and the protective role of supportive parent–child relationships, and they will learn effective strategies for improving and strengthening the parent–child relationship through creative-expressive play. Conclusions: Early preventive intervention is essential in mitigating the negative effects of early childhood stress and adversity. Promoting positive supportive parent–child relationships is an important goal in improving developmental outcomes in at-risk children and families. The CARING at Columbia Head Start preschool parent–child program is an effective early childhood prevention program that successfully implements strategies for promoting positive supportive parent–child relationships through creativeexpressive play.
EC PAT PRE http://dx.doi.org/10.1016/j.jaac.2016.07.096
WORKSHOP 27 TEACHING THERAPY: A CO-THERAPY MODEL Nina Vasan, MD, Psychiatry, Stanford University Hospital, 401 Quarry Road, Stanford, CA 94305; Anita Kishore, MD, Stanford University School of Medicine, 265 Swain Way, Palo Alto, CA 94304-2393; Shani Isaac, MD; Dorothy E. Stubbe, MD; Linda J. Lotspeich, MD; Yuriy Dobry, MD; Isheeta Zalpuri, MD; Elizabeth Reichert, PhD; Victoria Cosgrove, PhD Objectives: Traditional psychotherapy education for trainees is centered around didactic instruction and supervision via recounting or observation of video recordings, leaving the supervisor one step removed from the patientdoctor interaction. The co-therapy model of education, the epitome of collaboration, is an underutilized approach that offers unique advantages to teaching, learning psychotherapy, and patient care. Methods: This workshop will provide a primer in co-therapy through discussion and small-group interaction. Results: Participants will gain exposure to the principles of a co-therapy model of education, including adult learning theory; understand how to implement a co-therapy model into residency training, including how to address resource issues; and learn and practice skills and techniques of communication applicable to the teaching, learning, and co-therapy. Conclusions: Participants will learn advantages of a co-therapy model from the perspective of the supervisor and resident and learn how to manage logistical and emotional challenges that may arise in implementing a cotherapy model of education.
AC P REST Sponsored by AACAP's Early Career Psychiatrist Committee and Training and Education Committee http://dx.doi.org/10.1016/j.jaac.2016.07.097
J OURNAL
OF THE
AMERICAN ACADEMY OF CHILD & ADOLESCENT P SYCHIATRY VOLUME 55 NUMBER 10S OCTOBER 2016