Psychodynamic psychotherapy training in South East Asia: a distance learning pilot program

Alfonso, César A.; Sutanto, Limas; Zakaria, Hazli; Kalayasiri, Rasmon; Lukman, Petrin Redayani; Elvira, Sylvia Detri; Adlan, Aida Syarinaz Ahmad

doi:10.1192/bji.2017.5

Cited by 6 publications

(4 citation statements)

References 9 publications

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“…Similarly, a recent survey in India demonstrated that training in different types of psychotherapy, such as psychodynamic psychotherapies, rational emotive therapy and dialectical behaviour therapy, was inadequate or low. 6 A possible explanation is that CBT is the most supervised of therapeutic modalities in most Asian countries 10 and training in other modalities is not as readily available and accessible.…”

Section: Discussionmentioning

confidence: 99%

Psychotherapy training in Nepal: views of early career psychiatrists

2020

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Although training in psychotherapy is an integral part of psychiatry training, standards in psychotherapy training have wide variation across and within countries. Post-graduate psychiatry training has been conducted in Nepal for over two decades, but little is known about its psychotherapy training provisions. An online survey was conducted with early career psychiatrists in Nepal. The findings show that the majority recognised psychotherapy training as important and were eager to pursue further training. However, two-thirds had no access to psychotherapy training opportunities. These results highlight the need to improve access to training in different psychotherapy modalities in Nepal.

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Section: Discussionmentioning

confidence: 99%

Psychotherapy training in Nepal: views of early career psychiatrists

2020

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“…In addition, benefit of the synchronous online education from world‐class institutions given to the institutions in developing countries as shown in other specialties (Gonzales‐Zamora, Alave, De Lima‐Corvino, & Fernandez, 2020; Kiwanuka et al, 2015; Tomlinson et al, 2013) could be used and promoted at the time of pandemic and later on. In fact, such method has been observed in psychiatric education organized by the Section on Psychotherapy of the World Psychiatric Association before the time of the pandemic and has been proven to be a useful method for training in remote and underserved areas (Alfonso, Michael, et al, 2018; Alfonso, Sutanto, et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…The new design of training and clinical practice was needed to help trainees accomplishing the essential core of the science and clinical practice with competency, satisfaction, and especially with safety just in time of the beginning of COVID‐19 pandemic. Such difficulties were more pronounced in developing countries including countries in the Asia Pacific region, as shown in the Philippines (Leochico, Espiritu, Ignacio, & Mojica, 2020), although some tele‐education in psychiatry and psychotherapy was observed with satisfaction in Indonesia, Malaysia, and Thailand before the time of the outbreak (Alfonso, Michael, et al, 2018; Alfonso, Sutanto, et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Training of psychiatry and mental health in a low‐ and middle‐income country: Experience from Thailand before and after COVID‐19 outbreak

Kalayasiri

Wainipitapong

2021

Asia-Pacific Psychiatry

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Since the start of COVID-19 pandemic in March 2020, training of psychiatry and mental health has been impacted considerably. We illustrated the change of academic and clinical psychiatric residency training procedure at Chulalongkorn University in Bangkok, Thailand, a developing country situated in South East Asia which is categorized in the low and middle income category of countries. The training setting has set up a task force responsible to set various strategies in response to the COVID-19 measure of social and physical distancing to maintain standard of care for psychiatric patients and educational experience for psychiatric residents. The strategies include online education, service team separation, and avoidance of contact between teams, reduction of non-urgent clinical activities, and the use of telemedicine for psychiatric patients. Despite exposure to the difficulties of training during the pandemic, all senior residents were qualified and licensed at the national examination. Residents reported that pandemic did affect the academic activities and services and also the quality of living and satisfaction. Academic issues, including the inconvenience of studying online, were the most concerned problems among psychiatric residents at the time of pandemic.

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