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140122 ||| eng |
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|a 9781468438451
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| 100 |
1 |
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|a Flomenhaft, Kalman
|e [editor]
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| 245 |
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|a The Challenge of Family Therapy
|h Elektronische Ressource
|b A Dialogue for Child Psychiatric Educators
|c edited by Kalman Flomenhaft
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| 250 |
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|a 1st ed. 1980
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| 260 |
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|a New York, NY
|b Springer US
|c 1980, 1980
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| 300 |
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|a XI, 222 p
|b online resource
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| 505 |
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|a 1. Family Therapy and Child Psychiatry Training: Issues, Problems and Strategies -- 2. The Significance of a Bilingual Repertoire of Psychological Thinking: Discussion of Dr. Malone’s Paper -- 3. The Demanding Task of Integrating Family Therapy into a Curriculum: General Discussion -- Section -- 1. The Role of Family Therapy in Child Psychiatry Training: Why and How -- 2. Why are Intrapsychic Dynamic Issues Left out of this Family Therapy Model? Discussion of Dr. Combrinck-Graham’s Paper -- 3. Are the Isolated Family Therapists Surrounded by the Wolves of Individual Thinking? General Discussion -- Section -- 1. Comprehension of the Developmental Cycle of Families in the Training of Child Psychiatry Clinicians -- 2. Lumpers and Splitters: A Paradox for Psychiatry: Discussion of Dr. Brown’s Paper -- Section -- 1. Family Therapy and Child Psychiatry Training: Making Peace in the UndeclaredWar -- 2. The Dynamics of the War: Discussion of Dr. Ehrlich’s Paper --
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| 505 |
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|a 3. The Tension that Results from an Integrated Approach: General Discussion -- Section -- 1. Identity, Training and Growth: Family Therapy and Training Child Psychiatrists -- 2. Training Issues Faced by Both Psychoanalysis and Family Therapy: Discussion of Dr. Gottlieb’s Paper -- 3. Is the Task of Integrating Reserved for the Trainee? General Discussion -- Section -- 1. Issues Posed by the Symposium: A Dialogue -- Contributors
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| 505 |
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|a Introduction: The Challenge of Family Therapy -- Section -- 1. Teaching Family Therapy to Psychiatric Residents and Child Psychiatry Fellows: A Department Chairman’s Point of View -- 2. Teaching Family Therapy: A Division Director’s Perspective -- 3. Gaps in Family Therapy Practice: Discussion of Dr. Langsley’s Paper -- Section -- 1. Introduction of Family Therapy into Child Psychiatry Training: Two Styles of Change -- 2. A Discouraging Description of Introducing Family Therapy in an Institution: Discussion of Dr. Goodrich’s Paper -- 3. Do You Recommend Family Therapy or Individual Therapy? General Discussion -- Section -- 1. Thinking Like a Family Therapist -- 2. The Theoretical Perspective in Teaching Family Therapy: Discussion of Dr. Grunebaum’s and Dr. Chasin’s Paper -- 3. How Does the Family’s Level of Development Influence the Therapist’s Approach? General Discussion -- Section --
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| 653 |
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|a Psychiatry
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b SBA
|a Springer Book Archives -2004
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| 490 |
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|a The Downstate series of research in psychiatry and psychology
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| 028 |
5 |
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|a 10.1007/978-1-4684-3845-1
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| 856 |
4 |
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|u https://doi.org/10.1007/978-1-4684-3845-1?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
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|a 616.89
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| 520 |
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|a This volume on Family Therapy Training, edited by Kalman Flomenhaft, Ph. D. and Adolph E. Christ, M. D. , is the outgrowth of a successful conference on Family Therapy in the Training of Child Psychiatrists sponsored by the Department of Psychiatry at the Downstate Medical Center on December 8 and 9, 1978. The attendance and enthusiastic participation at this conference reflected the growing interest on the part of psychiatrists and other mental health professionals in the theory, practice, and teaching of family therapy. That the conference was held at all presupposed the value that psychiatric educators are attaching to the incorporation of family therapy teaching in the educational development of psychiatrists. While the conference was dedicated to family therapy training for child psychiatrists, this volume is broadened to include family therapy training for all psychiatrists and mental health profes sionals. The various chapters delineate the issues in the teaching of family therapy, both theoretical and practical. The richness of the chapters that follow grows out of the depth of practical experience of the various authors in developing family therapy training in established programs where resistance to new ideas as well as structural changes in curriculum are predictable. The nature of both the theoretical and practical aspects of such resistances is well described. The authors also emphasize what is required to launch a successful training program in child psychiatry, stressing the importance of attractive role models as teachers of family therapy
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