European Psychiatry - Volume 33 - March 2016

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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 ∗, N. Harris , G.E. Harris
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.
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 ImprintTM at the street squash: ‘If you talk, you don’t
kill.’
Disclosure of interest The author has not supplied his declaration
of competing interest.
EV607
The Japanese Society of Psychiatry and
Neurology Fellowship – reflections of
participation from European early
career psychiatrists
H. Ryland ∗, K. Scheeres
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.