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24th European Congress of Psychiatry / European Psychiatry 33S (2016) S349–S805

S543

EV605

Lessons learned from leading a

Canadian psychotherapy medical

education program

G. Radu

1 ,

, N. Harris

2

, G.E. Harris

3

1

Memorial University, Department of Psychiatry, St. Clare’s Mercy

Hospital, St. John’s, Canada

2

Eastern Health, Psychology, St. John’s, Canada

3

Memorial University, Faculty of Education and Department of

Psychology, St. John’s, Canada

Corresponding author.

Introduction

Under Canadian training requirements, psychiatry

residents must demonstrate proficiency in various psychotherapy

modalities such as cognitive behavior therapy and psychoanalytic

psychotherapy.

Objective

Building from an earlier case study of the development

of a comprehensive psychotherapy education program, the current

presentation explores lessons learned from the ongoing delivery

of this program to psychiatrists in training. Innovative strategies,

opportunities, challenges and current outcomes on the delivery of

this program are explored through a case study framework. The

design, implementation and ongoing operation of the psychother-

apy education programare based on the Royal College of Physicians

of Canada specialty training requirements in psychiatry.

Methods

In the context of the case study framework, a Cana-

dian psychotherapy training program for psychiatrists in training

is analysed. The psychotherapy education model is designed and

operated to offer a gradual and integrated educational and clinical

experience in psychotherapy over four years of training.

Results

The psychotherapy education program was investigated

to explore new frameworks and innovative strategies of deliv-

ery and operation. Among the lessons learned were the need to

maintain formally structured,modality specific teaching and super-

vision, video recording of sessions in supervision, provision of

additional protected psychotherapy time, access to online training

resources and utilization of non-physician mental health experts.

Conclusions

This presentation will investigate the ongoing

insights emerging frommanaging delivery of different psychother-

apy competencies to psychiatrists in training in a Royal College of

Physicians of Canada accredited program. Implications for training,

practice and future research will be discussed.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.1590

EV606

Revolutionary education: Fostering

emotional intelligence and empathic

imagination across the mainstream

curriculum. Interdisciplinary inquiry

I. Rozentsvit

Object Relations Institute for Psychotherapy and Psychoanalysis,

Parent–Child Development Program, Fresh Meadows, USA

If fostering emotional intelligence and empathic imagination

and solving ethical dilemmas were discussed openly and taught

methodically in K-12mainstream (“typical”) classrooms, would we

needmetal detectors at the inner city schools’ entrances, andwould

we need special anti-bullying programs, which intend to correct

bullying culture, rather than build a new one, based on kindness,

openness, and consideration for others?

Will we learn lessons from the Columbine High School and the

Sandy Hook Elementary School massacres, and radically change

educational system, to incorporate empathic imagination and

emotional intelligence into mainstream K-12 curriculum – as a

mandatory discipline – instead of leaving this important part of

learning and character formatting only to the special education

sphere?

This symposium represents a collaborative effort of four educators

from various disciplines who crossed boundaries to emphasize and

foster emotional intelligence and empathic imagination through-

out the K-12 curriculum.

The following are the parts of the proposedmultidisciplinary panel:

– multidisciplinary approach to revolutionary education, or

paradigm shift towards fostering emotional intelligence and

empathic imagination across the mainstream curriculum;

– Descartes’ error, the triune brain, and neurobiology of emotional

intelligence;

– changing our consciousness: imagining the emotional experience

of the other;

– teaching social skills and play therapy in schools: report from the

trenches of special education;

– examining cultural artifacts, tools for personal, emotional, and

academic development;

– growing kind kids: mindfulness and the whole-brained child;

– Emotional Imprint

TM

at the street squash: ‘If you talk, you don’t

kill.’

Disclosure of interest

The author has not supplied his declaration

of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.1591

EV607

The Japanese Society of Psychiatry and

Neurology Fellowship – reflections of

participation from European early

career psychiatrists

H. Ryland

1 ,

, K. Scheeres

2

1

West London Mental Health Trust, Forensic Department, London,

United Kingdom

2

Royal College of Psychiatrists, Psychiatric Trainees’ Committee,

Bristol, United Kingdom

Corresponding author.

Introduction

The Japanese Society of Psychiatry and Neurology

(JSPN) fellowship is a long-running programme to support early

career psychiatrists from around the world to attend the society’s

annual conference in Japan.

Objectives

To inform early career psychiatrists of the nature of

the fellowship, disseminate learning from the experience and to

encourage applications to the scheme.

Methods

Each member organisation of the World Psychiatric

Association can nominate up to two early career psychiatrists for

consideration by the fellowship committee. Applicants must sub-

mit an abstract in one of two themes, describing how services are

designed in their country. Twelve early career psychiatrists are

selected to participate in the programme each year.

Results

In 2015, fellows were drawn from ten countries across

three continents. The fellowship programme involved several

components, including the opportunity to present the nature of

psychiatric services in our home nations in dedicated seminarswith

other international fellows. This provided an excellent platform to

compare and contrast different national approaches in key areas.

Each seminar was co-chaired by an eminent psychiatrist and an

early career psychiatrist from Japan, increasing the possibilities for

professional exchange and mentoring.

The Japanese Young Psychiatrists’ Organisation arranged a number

of activities for the fellows including a guided tour of a local psychi-

atric facility. This enabled fellows to gain a deeper understanding

of psychiatric practice in Japan, through informal discussions and

interaction with clinicians.

Conclusions

The JSPN fellowship is an effective mechanism for

fostering improved relations and understanding between early

career psychiatrists across the world.