The practice and roles of the psychotherapies: a discussion paper. Working Group 1 of the Canadian Psychiatric Association Psychotherapies Steering Committee

Canadian psychiatry: a status report

The delivery of health care in Canada is shaped by a number of variables – geography, legislation, federal structure, location and culture.

A national survey of Canadian psychiatry residents' perceptions of psychotherapy training

OBJECTIVE

To explore Canadian psychiatry residents' perceptions of their psychotherapy training and identify factors that may influence decisions to practise psychotherapy after graduation.

METHOD

We surveyed psychiatry residents at all training sites across Canada, using a self-report questionnaire.

RESULTS

The response rate was 63%. Of the respondents, 68% indicated that the prospect of learning and practising psychotherapy was a factor in their decisions to become psychiatrists, and 87% considered their ability to practise psychotherapy to be important to their identities as psychiatrists. The majority of residents (71%) were generally satisfied with their psychotherapy training. Among the graduating class of residents, 84% anticipate practising psychotherapy in some capacity. Satisfaction with their overall training experience and supervision and feeling competent to perform psychotherapy were significantly associated with their decisions to practise psychotherapy after graduation.

CONCLUSIONS

Most psychiatry residents currently enrolled in postgraduate training programs across Canada view psychotherapy as having an important role in the way they anticipate practising psychiatry.

Implications of psychotherapy research for psychotherapy training

This review article considers implications of psychotherapy research for psychotherapy training. It considers 8 themes that characterize the research literature. The themes involve outcome findings, common factors, empirically supported therapies, patient treatment matches, therapy manuals and practice guidelines, brief therapies, combinations of medication and psychotherapy, and group therapies. Each theme represents a controversial issue that has implications for the content of contemporary psychotherapy curricula. To assist trainees in becoming well-informed therapists, themes and implications such as these should be covered as part of their introduction to learning about the psychotherapies. To understand the themes and implications, as well as new findings that continually emerge from the research literature, trainees also need to be familiar with basic research methods and evaluative criteria, subjects that can also be covered as part of their introduction to the psychotherapies. As their training proceeds, research findings can be integrated with the development of their clinical skills in a broad range of psychotherapies.

Advances in psychotherapy education

Acquiring expertise in psychotherapy is central to the professional development of psychiatrists able to employ a broad therapeutic repertoire in their clinical practice. This article reviews how postgraduate psychiatry programs address this important aspect of training. We present the results of a national survey of psychotherapy education in Canadian psychiatry residency programs. The results highlight significant advances over the past decade in curriculum, in teaching methods, and in evaluation. These include training in evidence-based, manualized, time-limited therapies such as cognitive-behavioural and interpersonal therapy, greater attention to evaluating competence, and integrating electronic technology. Trends and advances in postgraduate and continuing medical psychotherapy education programs are considered in association with principles of adult learning. Health education research endorses the provision of longitudinal training programs that integrate learning and practice. We discuss issues related to the development of expertise, the importance of educational communities of practitioners, and the importance of attending to both educational process and outcomes, with a view to more effectively translating psychotherapy practice guidelines into sustained improvements in practice behaviours.

Integrative dimensions of psychotherapy training

This paper investigates the influence of integrative factors on psychotherapy education. The broad relevance of integrative psychotherapy to residency training and continuing mental health education is discussed. Following a review of the existing literature on the education of integrative psychotherapists, the article systematically examines the integrative and pedagogic issues to be considered in planning psychotherapy training informed by integrative principles. The integrative issues are organized into 5 categories: attitudinal set, knowledge base, clinical techniques and skills, developmental tasks and challenges, and systemic institutional factors. The educational issues can be divided into 4 categories: content, format and process, sequence, and faculty development. Brief descriptions of actual educational interventions illustrate the implementation of such ideas. Specific recommendations are made regarding the development of integrative educational initiatives and future study of unresolved questions.

Mental health reform and evolution of general psychiatry in Ontario

OBJECTIVES

To discuss developments in Ontario mental health reform, describe general psychiatric services in contrast to tertiary services, describe guidelines for the training of general psychiatrists, and suggest what changes may be required to develop an integrated mental health system (IMHS).

METHOD

We review the Ontario government's recent blueprint for mental health reform and the Canadian federal government's document on best practices in psychiatry, in the context of defining general psychiatric services and their relation to tertiary services. From this, we consider the education of general psychiatrists and make suggestions for their training.

RESULTS

General psychiatric services correspond to first-line and intensive psychiatric services delivered by community mental health agencies, community psychiatrists, and general hospitals for patients with moderate or serious mental illness. Many suggest that psychiatrists are not being trained to meet the needs of a reformed mental health system. An education program for general psychiatrists should include training in a wide range of community and general hospital settings, work within a multidisciplinary mental health team, and experience working in a shared care model with family physicians.

CONCLUSIONS

Along with training general psychiatrists better, we must also develop recruitment and payment incentives, which would allow general psychiatrists who are based in the community and general hospitals to work within an IMHS.

Sertraline and/or interpersonal psychotherapy for patients with dysthymic disorder in primary care: 6-month comparison with longitudinal 2-year follow-up of effectiveness and costs

BACKGROUND

There is little information on the long-term effects and costs of a combination of Sertraline and interpersonal psychotherapy (IPT) for the treatment of dysthymia in primary care.

METHODS

In a single-blind, randomized clinical trial, 707 adults (18-74 years of age inclusive) with DSM-IV dysthymic disorder, with or without past and/or current major depression, as an acute or chronic episode, in a community-based primary care practice in Ontario, Canada, were randomized to treatment with either Sertraline alone (50-200 mg), or IPT alone (10 sessions), or Sertraline plus IPT combined. In the acute treatment phase (first 6 months) all groups received full active treatment. This was followed by an additional 18-month naturalistic follow-up phase. Subjects were assessed for effectiveness of treatment in reducing depressive symptoms using the Montgomery Asberg Depression Rating Scale (MADRS) at 6 months and twice again during the 18-month follow-up by blind independent observers. Treatment costs and subjects' use of other health and social services were also investigated.

RESULTS

At 6 months, 586 subjects completed the MADRS questionnaire. There was a significant difference (P=0.025) in mean MADRS scores: 14.3 (Group I); 14.9 (Group II); 16.8 (Group III), using analysis of covariance. Response (40% improvement) rates were 60.2% for Sertraline alone, 46.6% for IPT alone, and 57.5% for Sertraline augmented by IPT (P=0.02). At 2 years, 525 subjects were retained for follow-up. There was no statistically significant difference between Sertraline alone and Sertraline plus IPT in symptom reduction. However, both were more effective than IPT alone in reducing depressive symptoms (P=0.03). There was a statistically significant difference between groups in costs for use of health and social services. The IPT treatment groups had the lower costs for use of health and social services.

CONCLUSIONS

Sertraline or Sertraline plus IPT was more effective than IPT alone after 6 months. Over the long term (2 years), all three treatments provide reasonably effective treatment for reducing symptoms of dysthymia, but Sertraline or combining Sertraline with IPT is more effective than IPT alone. Of these two more effective treatments, subjects in the Sertraline plus IPT group had less health and social service costs by $480 per person over 2 years. These findings underscore the effects of combining pharmacotherapy and psychotherapy and the economic value of this more comprehensive treatment of dysthymia in primary care.