This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow Submit an eLetter
Right arrow Alert me when this article is cited
Right arrow Alert me when eLetters are posted
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Download to citation manager
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Mace, C.
Right arrow Articles by Binyon, S.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Mace, C.
Right arrow Articles by Binyon, S.
Advances in Psychiatric Treatment (2006) 12: 92-99
© 2006 The Royal College of Psychiatrists

Teaching psychodynamic formulation to psychiatric trainees. Part 2: Teaching methods

Chris Mace and Sharon Binyon

Chris Mace is consultant psychotherapist and Director of Medical Education at South Warwickshire Primary Care Trust (The Pines, St Michael’s Hospital, Warwick CV34 5QW, UK. E-mail: C.Mace{at}Warwick.ac.uk) and honorary senior lecturer in psychotherapy at the University of Warwick. He is a training programme director in psychotherapy and has a research interest in assessment for psychotherapy. Sharon Binyon is a consultant in adult psychiatry with a special interest in psychotherapy, and Associate Medical Director to North Warwickshire Primary Care Trust. She is clinical tutor and scheme organiser for the Coventry & Warwickshire SHO training scheme.

Teaching methods to help students appreciate the value of psychodynamic formulation and to become more skilled in producing formulations are described. These are closely related to the four levels of our model formulation, each level corresponding to a set of competencies through which students should normally progress. Accurate diagnosis of a student’s current capabilities and needs is crucial to effective teaching. Teaching methods at each level are illustrated through detailed reference to a case example. The usefulness of small-group discussion for assimilating clinical material within a clear framework is emphasised throughout.




This article has been cited by other articles:


Home page
 Adv. Psychiatr. Treat.Home page
R. Lucas
Over-formalising the formulation?: INVITED COMMENTARY ON: TEACHING PSYCHODYNAMIC FORMULATION TO PSYCHIATRIC TRAINEES
Adv. Psychiatr. Treat., July 1, 2006; 12(4): 265 - 267.
[Abstract] [Full Text] [PDF]