Browsing by Subject "Curriculum development"

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    Global Mental Health: Five Areas for Value-Driven Training Innovation.
    (Acad Psychiatry, 2016-08) Kohrt, Brandon A; Marienfeld, Carla B; Panter-Brick, Catherine; Tsai, Alexander C; Wainberg, Milton L
    OBJECTIVE: In the field of global mental health, there is a need for identifying core values and competencies to guide training programs in professional practice as well as in academia. This paper presents the results of interdisciplinary discussions fostered during an annual meeting of the Society for the Study of Psychiatry and Culture to develop recommendations for value-driven innovation in global mental health training. METHODS: Participants (n = 48), who registered for a dedicated workshop on global mental health training advertised in conference proceedings, included both established faculty and current students engaged in learning, practice, and research. They proffered recommendations in five areas of training curriculum: values, competencies, training experiences, resources, and evaluation. RESULTS: Priority values included humility, ethical awareness of power differentials, collaborative action, and "deep accountability" when working in low-resource settings in low- and middle-income countries and high-income countries. Competencies included flexibility and tolerating ambiguity when working across diverse settings, the ability to systematically evaluate personal biases, historical and linguistic proficiency, and evaluation skills across a range of stakeholders. Training experiences included didactics, language training, self-awareness, and supervision in immersive activities related to professional or academic work. Resources included connections with diverse faculty such as social scientists and mentors in addition to medical practitioners, institutional commitment through protected time and funding, and sustainable collaborations with partners in low resource settings. Finally, evaluation skills built upon community-based participatory methods, 360-degree feedback from partners in low-resource settings, and observed structured clinical evaluations (OSCEs) with people of different cultural backgrounds. CONCLUSIONS: Global mental health training, as envisioned in this workshop, exemplifies an ethos of working through power differentials across clinical, professional, and social contexts in order to form longstanding collaborations. If incorporated into the ACGME/ABPN Psychiatry Milestone Project, such recommendations will improve training gained through international experiences as well as the everyday training of mental health professionals, global health practitioners, and social scientists.
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    Managing Stigma Effectively: What Social Psychology and Social Neuroscience Can Teach Us.
    (Acad Psychiatry, 2016-04) Griffith, James L; Kohrt, Brandon A
    Psychiatric education is confronted with three barriers to managing stigma associated with mental health treatment. First, there are limited evidence-based practices for stigma reduction, and interventions to deal with stigma against mental health care providers are especially lacking. Second, there is a scarcity of training models for mental health professionals on how to reduce stigma in clinical services. Third, there is a lack of conceptual models for neuroscience approaches to stigma reduction, which are a requirement for high-tier competency in the ACGME Milestones for Psychiatry. The George Washington University (GWU) psychiatry residency program has developed an eight-week course on managing stigma that is based on social psychology and social neuroscience research. The course draws upon social neuroscience research demonstrating that stigma is a normal function of normal brains resulting from evolutionary processes in human group behavior. Based on these processes, stigma can be categorized according to different threats that include peril stigma, disruption stigma, empathy fatigue, moral stigma, and courtesy stigma. Grounded in social neuroscience mechanisms, residents are taught to develop interventions to manage stigma. Case examples illustrate application to common clinical challenges: (1) helping patients anticipate and manage stigma encountered in the family, community, or workplace; (2) ameliorating internalized stigma among patients; (3) conducting effective treatment from a stigmatized position due to prejudice from medical colleagues or patients' family members; and (4) facilitating patient treatment plans when stigma precludes engagement with mental health professionals. This curriculum addresses the need for educating trainees to manage stigma in clinical settings. Future studies are needed to evaluate changes in clinical practices and patient outcomes as a result of social neuroscience-based training on managing stigma.
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    The Rationale for and Guide to Using Hip-Hop Music as A Vehicle to Spiritual Formation for Black Male Youth
    (2017) Mason, Rodney Mason

    This thesis provides a hip-hop based curriculum that the black church can use to engage young black men in spiritual formation. Due to the negative lyrics heard in hip-hop music, many churches have rejected this style of music in their church, sometimes even demonizing those who identify with the genre. I argue that there is precedence for the church to utilize hip-hop music because the church has a history of utilizing popular culture, in particular music, to attract and engage young people in church. Moreover, individuals are formed and gain identity from more than just church music, and being aware of popular culture helps the church develop healthy relationships with young people because it tells young people that the church recognizes their music is more than just a fad, but an essential piece of their identity. My thesis expands on the historical moments where the church has used secular music to evangelize young people while offering portraits of two churches, The Tribe in New York City and Sanctuary Covenant Church in Minneapolis, that currently use a genre of popular music as a tool for helping young people gain a closer relationship with God. In addition, this thesis argues for the use of curriculum, a pedagogical approach, for engaging young black males in spiritual formation. In order to create this curriculum, I listened to a large selection of hip-hop music, past and current, and evaluated

    the lyrics and themes of each song to select the songs I thought would lead to great dialogue among the participants. This thesis concludes with the creation of a Christian curriculum that uses hip-hop music as its foundation.