DSM-5 Post-Traumatic Stress Disorder Criteria in “Precious” (2009): Media Content Analysis for Educational Purposes

Ramos, Laura Dip; Guimarães, Fernanda Severo; Ventriglio, Antonio; Andrade, Arthur Guerra de; Bhugra, Dinesh; Lotufo-Neto, Francisco; Castaldelli-Maia, João Maurício

doi:10.1007/s40596-017-0682-8

Cited by 5 publications

(3 citation statements)

References 24 publications

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“…The media we explore in this paper and any well-done work of fiction elucidate the etiology, pathogenesis, and clinical manifestations of a character's mental conditions in powerful, memorable ways [9]. Watching media can be enjoyable and thought-provoking for trainees, where even seemingly light-hearted films, cartoons, or comedies explore deeply profound themes [10]. In Glen and Krin Gabbard's Psychiatry and the Cinema (1987), the authors argue that "if psychiatry had not existed, the movies would have had to invent it… Both movies and psychiatry have had as their prime focus human thought, emotions, behavior, and, above all, human motivation.…”

Section: Learning Through Mediamentioning

confidence: 99%

“…Watching a movie better recapitulates the experiential aspect of the human condition than purely verbal accounts. Movies do so in a manner that can evoke intellectual, emotional, and visceral responses, often eliciting empathy [10]. While trainees gain experience working with real patients in healthcare environments, media depictions help deepen understanding of patient experiences by providing vivid imagery of common themes, taking one back in time, to observe initial hurts that are playing out in the present.…”

Section: Learning Through Mediamentioning

confidence: 99%

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Recognizing Cognitive Distortions in Post-traumatic Stress Disorder Using Popular Media

et al. 2023

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Movies and television frequently depict psychological themes that provide excellent material for psychiatric pedagogy [1]. In this paper, we explore how depictions of posttraumatic stress disorder (PTSD) in The Missing, Encanto, The Sopranos, Good Will Hunting, and Ordinary People can be used to help trainees recognize cognitive distortions in PTSD. We discuss how these screen depictions support teaching the psychological model of PTSD employed by cognitive processing therapy (CPT), an evidence-based cognitive behavioral treatment of the disorder.

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Section: Learning Through Mediamentioning

confidence: 99%

Section: Learning Through Mediamentioning

confidence: 99%

Recognizing Cognitive Distortions in Post-traumatic Stress Disorder Using Popular Media

et al. 2023

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“…The film can be an effective teaching tool to communicate key principles of CAP such as adverse childhood experiences (ACEs) and stimulate discussion on the interplay between broader issues like prisons and mental health, the intergenerational transmission of trauma, recovery, and resilience. While several films have been used to teach about post-traumatic stress disorder [15,16] and loss and bereavement [17], only one [16] has pertained to youth trauma.…”

Section: Starless Dreams: a Teaching Tool For Child And Adolescent Ps...mentioning

confidence: 99%

Enriching Medical Students’ Attitudes About Child and Adolescent Psychiatry Through Viewing of “Starless Dreams” in a Cross-Cultural Seminar on Adverse Childhood Experiences

et al. 2022

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Across the USA [1] and globally [2], undergraduate medical education in child and adolescent psychiatry (CAP) is limited. Efforts to promote child and adolescent psychiatry generally focus at the post-graduate level, though proposals for strengthening undergraduate medical education in CAP exist [3]. Cinema offers creative opportunities for psychiatric education [3], and several authors [4][5][6] have already explored the use of film to teach CAP and human development [7]. Outcome data concerning the use of film remains sparse. Considering that pre-clerkship exposure is an important factor for medical students pursuing psychiatric training [8] and that evening-hour education has documented benefits of being free from workday time pressures [9], we aimed to study the capabilities of an evening cinema program for early-career medical students in relation to CAP training and recruitment. The COVID-19 pandemic and resulting in-person activity restrictions raise the need for virtual medical education interventions. Additionally, increased contemporary interest in diversity and social justice heighten the importance of education in global and cross-cultural settings that are not readily available in-person.By creating opportunities to collectively consider human behaviors and circumstances, film screening and discussion may model thoughtful consideration of clinical concepts and the diverse lived experiences of patients' mental illness [10]. Specifically, narrative-based learning through film may contribute to the formation of well-rounded clinicians by "preparing medical students to engage in the shared decision-making process with their patients" [11] and augmenting narrative competence, or "the capacity to recognize, absorb, metabolize, interpret, and be moved by stories of illness" [12].

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My Teacher Baymax: Lessons from the Film Big Hero 6

Gavero

Guerrero

2017

Acad Psychiatry

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DSM-5 Post-Traumatic Stress Disorder Criteria in “Precious” (2009): Media Content Analysis for Educational Purposes

Cited by 5 publications

References 24 publications

Recognizing Cognitive Distortions in Post-traumatic Stress Disorder Using Popular Media

Recognizing Cognitive Distortions in Post-traumatic Stress Disorder Using Popular Media

Enriching Medical Students’ Attitudes About Child and Adolescent Psychiatry Through Viewing of “Starless Dreams” in a Cross-Cultural Seminar on Adverse Childhood Experiences

My Teacher Baymax: Lessons from the Film Big Hero 6

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