By Heinz Wolff (auth.), Heinz H. Wolff M.D., F.R.C.P., F.R.C. Psych., Dipl.-Psych. Werner Knauss, Professor Dr. med. Walter Bräutigam (eds.)
The individuals to this quantity, like many others keen on scientific schooling have for an extended whilebeen aware of the truth that within the education of scientific scholars and within the perform of drugs too little recognition is being paid to the mental features of disease and to using psychotherapy in sufferer care. In an try and fill this hole clinical scholars at college collage medical institution, London, have on account that 1958 been given the chance on a voluntary foundation to regard a pa tient with weekly analytically-orientated psychotherapy less than supervision for a yr or longer. In 1977 the same scheme was once began on the Psychosomatic health facility of Heidel berg college. We have been lucky in acquiring beneficiant monetary help from the ecu group which has enabled academics and scholars from our uni versities in nice Britain and the Federal Republic of Germany to collaborate during this student-psychotherapy instructing undertaking and to match our reports. during this ebook we current an account of this joint academic endeavour, together with our successes and our disasters, in addition to our makes an attempt to unravel many of the difficulties we now have en countered. We determined to permit person supervisors and academics who unavoidably differed of their strategy write their very own contributions instead of attempt to current a unified pic ture which might now not have given a good impact of our paintings and event. Ifthis has resulted in a few repetition within the textual content we are hoping readers will enjoy the cause of it.
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Extra resources for First Steps in Psychotherapy: Teaching Psychotherapy to Medical Students and General Practitioners
Example text
We consider that these basic skills are easier to acquire over a period of time while the student is in regular contact with one and the same patient than it is when he is in contact with several different patients for brief periods only, as is the case in history-taking groups (Schiiffel et al. 1979). Discussion with former student-therapists now practising medicine shows that, whilst they had learned little from the teaching project in preparation for their future work as members of a professional team, they had become more confident in their dealings with individual patients.
It is of course not the intention to provide detailed technical instruction during these early sessions; they serve mainly to establish the group as a functioning unit and to set out some fundamental principles and attitudes. These include the need to be consistent and reliable and always to see the patient in the same room and at the same time; the importance of listening and to avoid premature interpretations; how to deal with periods of silence and how to handle direct questions from patients during psychotherapy.
Her eating habits were elicited and she was given a detailed dietary schedule. On the basis of the conventional roles of helper (doctor) and help-seeker (patient), regular appointments were made to check her weight, and the patient lost weight in a short space of time. During this period she was euphoric, goodhumoured and became more self-confident. After six weeks the patient failed to keep her appointments and broke off treatment. Four weeks later she arranged another appointment and arrived bloated, miserable and back to her original weight.
