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Published Online: 31 March 2023

Index

Publication: The Psychiatry Resident Handbook: How to Thrive in Training
https://doi.org/10.1176/appi.books.9781615379811.index
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Page numbers printed in boldface type refer to figures, tables, or tools.
AAMC (Association of American Medical Colleges),
37, 43, 500
ABMS (American Board of Medical Specialties),
440
ABPN (American Board of Psychiatry and Neurology),
424–425, 440–443
Abuse
.See also Discrimination and mistreatment
legal aspects of,
249–250
resources,
251
sexual harassment,
414–415, 456
specific challenges and strategies,
250
Academic medicine leadership resources,
369–370
Academic track,
372–373, 373, 419
Academy for Communication in Healthcare,
305, 309, 310
Acamprosate,
212–213
Accreditation Council for Graduate Medical Education (ACGME)
on demographics and identity of residents,
4
discrimination guidelines,
480–481, 485
fellowships through,
424–425
mental health guidelines,
483–484
Milestones Guidebook for Residents and Fellows,
12
residency accreditation through,
217, 350, 440
scholarship participation guidelines,
371, 377
on supervision,
127, 280
wellness initiatives and resources by,
455, 491
Acculturation stress,
77–79, 78–79, 82–83
ACT (assertive community treatment),
265, 273–274
Acute inpatient units
.See Inpatient services
ADA (Americans with Disabilities Act of 1990),
38, 494
ADAPT feedback model,
332–333, 334
Addiction,
23, 509.See also Physician impairment
Advance directives,
159
Advisers
.See Mentors and mentorship
Advocacy,
393–404
background,
36, 274, 393–395
for gender and sexual minority didactic training,
60
historical context,
17
key points,
394
levels of,
395–397, 396
partnerships for,
397, 398, 401–402
resources,
25, 113, 403–404
scope of practice trends and,
21
self-reflective questions,
402–403
skill building for,
397–400, 399, 403
social media use for,
345–346, 399–400, 404
specific challenges and strategies,
401–402
for specific patient populations,
109–110, 111–113, 123–124, 397–398
UiM trainees and,
48, 51
“Affect sponge,”
136
Affinity groups,
34–35
After-tax retirement account,
503–504
Agenda-setting during patient encounters,
306–307, 307, 311–312
Agitated patients,
157–158
Allyship,
50–51, 109–110, 112–113, 482–483
Alternative board certifications,
442
Ambivalent patients,
207–208
American Association of Directors of Psychiatric Residency Training,
375
American Association of Medical Colleges,
36
American Board of Medical Specialties (ABMS),
440
American Board of Psychiatry and Neurology (ABPN),
424–425, 440–443
American Group Psychotherapy Association,
300–301
American Osteopathic Association,
443
American Psychiatric Association (APA). See also Diagnostic and Statistical Manual of Mental Disorders
advocacy efforts of,
274
blog resource,
448
career development through conference networking,
421–423
CME events through,
443
Cultural Formulation Interview,
48, 98, 106–107, 113
fellowship opportunities,
275, 360, 362–366, 375, 415
leadership opportunities,
359–360, 362–366
Learning Center,
339
on mental illness status of residents and physicians,
494
mentorship opportunities,
375, 415
Minority and Underrepresented (M/UR) Caucuses—LGBTQ,
68
Principles of Medical Ethics,
352
research opportunities,
375
Resident/Fellow Census,
71–72
on scope of practice trends,
21
Task Force on Psychological Practice With Sexual Minority Persons,
69
well-being resources,
491
Work Group on Psychiatrist Wellbeing and Burnout,
465
American Society of Addiction Medicine,
494
Americans with Disabilities Act of 1990 (ADA),
38, 494
Anchoring,
123
Antipsychiatry movement,
17, 20
Anxiety
on-call shifts and,
130–131, 134–136
diagnosis delivery example,
310–311
inpatient services and,
162
journal resource,
508
learning environments and,
329,
nonpsychiatry services and,
146–149
prescribing medications for,
210
self-assessment tools,
468, 469
self-treatment tools,
467
telehealth services for,
234
treatment-resistant,
210–211, 264
APA
.See American Psychiatric
Association Appreciation as feedback,
331.See also Feedback
Apps
email apps,
338, 342
file-sharing apps,
439
invitation apps,
339
note-taking apps,
339
organization apps,
338
storage apps,
338–339
survey apps,
339, 341
wellness apps,
467, 470
ART of communication,
310–311, 310, 314
Assembly Committee of Area Resident-Fellow Members,
360
Assertive community treatment (ACT),
265, 273–274
Assessment development for consults,
176–177
Association for Academic Psychiatry,
375
Association of American Medical Colleges (AAMC),
37, 43, 500
Association of LGBTQ+ Psychiatrists,
68, 69
Asynchronous (direct) supervision,
285
Audit outcomes,
323
Authorship,
390, 415
Autonomy for patients,
192–193, 205–207, 313–314
Availability bias,
123
Behavior issues, consult questions on,
170
Biases
.See also Availability bias; Confirmation bias; Implicit bias
case formulation and,
98, 101
“clinician’s illusion,”
323, 324
with PES patients,
120, 122, 123
power versus influence and,
187
privilege and,
299–300
reported types of,
475, 476
resources,
303
restraint use and,
157
specific challenges and strategies,
302
strategies for counteracting,
108–109, 111–113, 302
of supervisors,
290
Big sib programs,
455
Biopsychosocial model
for case formulation,
91, 92–95, 96–99, 100
with cultural and structural formulation,
100
for prescribing medication,
204–205
Bipolar disorder,
160, 264, 270, 509–510, 511
Blogs,
448
Board certification
alternative board certifications,
442
background,
439
career development through,
424
continuing medical education and beyond,
442–444
initial board certification,
440–441
key points,
439–440
maintenance of,
441–442
multiple board certifications,
442
resources,
446
self-reflective questions,
446
specific challenges and strategies,
444–445
Bonds,
501
Borderline personality disorder,
210, 510
Boundary setting
for children,
241, 242
for consults,
179, 180–181
with families,
161
for inpatient services,
161–162
legal aspects of,
250–251
mentors for,
454
for outpatient services,
193–194
for prescribing medications,
194
for psychological safety,
298
in psychotherapy,
218–219, 228–229
for safety,
298
social media use and,
349, 350–351
specific challenges and strategies,
228–229, 250–251
with staff for medical advice,
161–162
for telehealth services,
241, 242
for wellness,
466
Breastfeeding,
456
Breathwork,
467–468
Brief reports,
376, 384, 387
Brokerage account,
505
Buddy programs,
455
Budgeting,
37, 500–501, 506
Building skills
.See Skill building
Burnout and moral injury
addressing,
468–469
background,
461, 463–464
definition,
462
involuntary civil commitment and,
159
key points,
461
leadership skills for avoiding,
356–357
nonpsychiatry services and,
148
prevention,
490–491
psychiatric emergency service and,
121–122
self-assessment tools,
469
specific challenges and strategies,
468–469, 494
during transition from medical school,
5–6
Calendar apps,
338
Call shifts
.See On-call shifts and night float
Capacity (decisional),
159, 169, 246–247
Career development,
417–427
background,
12, 417
beyond residency,
11, 439–448.See also Board certification; Continuing medical education (CME) credits
clinical track,
372–373, 373, 374
curriculum vitae,
424
direction considerations,
418–420
education track,
372–373, 373, 374
first job,
425, 429–438.See also Job search
further training considerations,
11, 424–425.See also Fellowships and awards
for international medical graduates,
80–81, 81
key points,
418
mentors for,
407–416, 421–423.See also Mentors and mentorship; Sponsorship
mission statement for,
420, 421–422, 427
portfolio building,
423–424, 427
research-focused career,
372–375, 373
resources,
427, 509–523
self-directed learning for,
507–509, 509–523
self-reflective questions,
426
social media use for,
349, 423
specific challenges and strategies,
426
“Caring out loud,”
309
Case conferences,
259, 373
Case formulation,
89–104
background,
89
biopsychosocial model for,
91, 92–95, 96–99, 100
for consults,
174–175
documenting,
101–102
embracing uncertainty of,
319–321, 324
fundamentals of,
90–91
impact of,
99–101
key points,
90
in psychotherapy,
221–223
resources,
103
self-reflective questions,
103
specific challenges and strategies,
102, 324
types of,
91–92, 92–95
Case management and case managers,
162, 197
Case reports,
376, 385, 387
CBT (cognitive-behavioral therapy),
222, 223
CCHR (Citizens Commission on Human Rights),
20
Centers for Disease Control and Prevention,
247–248
Certificate of deposit (CD),
503
CFI (Cultural Formulation Interview; APA),
48, 98, 106–107, 113
Change, stages of,
206–207
Chemical restraints,
157
Chief complaint,
205
Chief residents,
369, 483
Childcare,
455–456
Children
abuse of,
249–250
boundary setting for,
241, 242
podcasts on child psychiatry,
517
seminal articles on child psychiatry,
510–511
telehealth services for,
240–241, 242
Chores,
458
Christian Science faith,
248
Chronic illnesses, specific challenges and strategies for,
37–38
Church of Scientology,
17, 20
Citizens Commission on Human Rights (CCHR),
20
Civil commitment standards,
158–159, 163, 247–249
Civil Rights Act (1964),
478, 484–485
Civil rights movement,
44
CL
.See Consultation-liaison (CL) psychiatry rotation
Clinical care advocacy,
395–396, 396
Clinical interviewing resources,
25
Clinical practice categories,
419–420
Clinical track,
372–373, 373, 374, 419–420
Clinical work
.See also Legal issues; Oppressed patient populations
background and overview,
11
case formulation development,
89–104, 174–175, 221–223, 319–321, 324
consultations,
141–142, 165–182, 314–315, 398, 511–512
emergencies,
117–125, 238–239
inpatient services,
153–164, 205–206
managing patient suicide,
230, 241–242, 253–261, 516
nonpsychiatry services,
139–151
on-call,
127–138
outpatient services,
9–10, 129–130, 191–201
prescribing medications,
203–215.See also Prescribing medications
psychotherapy,
217–231.See also Psychotherapy
supervision of,
279–292.See also Supervisory relationships
on teams,
183–190.See also Multidisciplinary teams
telehealth services,
224, 233–244, 341–342
“Clinician’s illusion,”
323, 324
Clites v. Iowa (1982),
246
Cloud storage,
338–339
Clozapine,
200, 212, 270, 514–515
CL service
.See Consultation-liaison (CL) psychiatry rotation
CME
.See Continuing medical education (CME) credits
CMHCA(Community Mental Health Centers Construction Act of 1989),
264–265
C-MOC (Continuous Maintenance of Certification) Program,
441–443
Co-conspirators,
50–51
Cognitive-behavioral case formulation,
92–95
Cognitive-behavioral therapy (CBT),
222, 223
Cognitive examination for consults,
175
Cognitive strategies for counteracting bias,
108
Collaborative (split) treatment,
23–24
Collaborative writing,
382–383
Collateral information, for consults,
176
Collective organizing,
483
Colorblindness,
108, 111
Co-mentorship,
412
Commentaries,
376, 385–386, 387, 399
Common humanity,
297, 302
Communication skills and managing conflict,
305–316
for agitated inpatients,
157–158
ART of communication,
310–311, 310, 314
background,
305
for on-call shifts,
131–134, 132, 136
for consults,
168–169, 169–170, 178–179, 314–315
contract negotiations,
435
for diagnosis and treatment recommendations,
309–311, 313–314
difficult conversations,
49–50, 257–258, 305, 413–414
discrimination interventions,
479, 481–482, 485
with inpatients,
161, 162
for inpatient service teams,
154–155
for international medical graduates,
76–77
key points,
306
medical writing for the public as,
386–388
for patient goal setting,
306–307, 307, 311–312
for patient-physician encounters,
306–311, 307–310, 312–313
with PES patients,
119–120
relationship-centered communication,
305–316
resources,
190, 316
self-reflective questions,
315
specific challenges and strategies,
311–315
for supervisory relationships,
132–134, 136
for teams,
187–188, 189, 190
for therapeutic frame development,
219–220
Community advocacy
background,
396, 396
historical context,
17
for oppressed patient populations,
110
for patients,
397
public psychiatry work and,
274
resources,
404
specific challenges and strategies,
402
Community Mental Health Act (1963),
17
Community Mental Health Centers Construction Act of 1989 (CMHCA),
264–265
Community partnerships, in public mental health settings,
273
Community support groups
against discrimination,
482
for gender and sexual minority residents,
60
for identity development,
34–35
resources,
53–54
for UiM trainees,
47
for wellness,
466
Comorbid medical conditions,
270–271
Compliment management,
479
Compounding interest,
503, 504
Conferences
case conferences,
259, 373
for CME credits,
443
elective opportunities at,
61
funding for,
445
mentors and,
422–423
mortality and morbidity conferences,
259
poster presentations,
375–376, 379, 386
Confirmation bias,
299, 302
Conflict management
.See Communication skills and managing conflict
Consent
.See Informed consent
Consultation-liaison (CL) psychiatry rotation,
165–182
advocacy and,
398
assessment development,
176–177
background,
165
case formulation for,
174–175
chart review,
170, 171
collateral information for,
176
communication skills for,
178–179, 314–315
consult question clarification,
168–169, 169–170, 314–315
documentation,
179, 181
follow-up,
179–180
interview and examination,
171–175
key points,
165–166
locating the patient,
171–172
preparation for,
141–142, 166–167
primary team disagreements,
178–179
recommendations,
177–178
refusal by patient,
180
resources,
181–182
self-reflective questions,
181
seminal articles on,
511–512
setting optimization for,
172
specific challenges and strategies,
180–181, 314–315
supervision for,
167–168, 179, 180–181
Consultations, when on nonpsychiatry services,
142
Consult questions,
168–169, 169–170, 314–315
Contemplation stage of change,
206–207
Continuing medical education (CME) credits
background,
439, 442–443
financing for,
445
key points,
440
for maintenance of board certification,
441–442
professional growth beyond CME,
443–444
resources,
447
scholarship work for,
377
self-reflective questions,
446
specific challenges and strategies,
445
Continuous Maintenance of Certification (C-MOC) Program,
441–443
Contract negotiations,
432–437, 438
Correctional (prison) settings,
271–272
Countertransference
psychiatric emergencies and,
121–122
in supervision,
290
supervision and,
227
Coupons for medications,
199
COVID-19 pandemic
medical mistrust during,
44–45
residency interview process and,
76
social media use and,
345, 350–351
telehealth services during,
234
Credit cards,
505
Criminal justice system,
271–272
Cultural (social) case formulation,
92–95, 97–98, 100–101
Cultural competence,
300
Cultural Formulation Interview (CFI; APA),
48, 98, 106–107, 113
Cultural humility,
106, 162, 299–300
Cures Act Final Rule (2016),
101–102
Curricula, on inclusive care,
54, 59–60, 67–68, 69
CV (curriculum vitae),
423–424, 427
Dangerousness standard,
158
Data requirements for publishing,
376–377
Debriefing sessions, for agitated inpatient care,
157
Debt management,
500, 502, 505–506
Decentered perspective,
33
Decisional capacity,
159, 169, 246–247
Decision makers (substitute),
159–161
Deinstitutionalization,
17, 264
Deliberate practice (supervision technique),
288, 291
Demographics
.See Identity development and demographics of residents
Depot antipsychotics,
270, 515
Depression
autonomy and agency for patients with,
206, 313–314
diagnosis delivery example,
311
future directions for treatment of,
23
journal resource,
508
neurology examination for presentation of,
141
nonpharmacological treatments for,
19
prescribing medications for,
16, 19, 207–208, 209, 210, 313–314
prevalence among students, residents and practicing physicians,
67, 464, 490–491
prevention,
490–491
risk factors,
493
screening and symptom monitoring tools,
210, 469
self-assessment tools,
468, 469
self-treatment tools,
467
seminal articles on,
510, 511, 512, 513, 516
specific challenges and strategies,
37
treatment-resistant,
210–211, 264
Determination stage of change,
206–207
Diagnosis communication skills,
309–311, 313–314
Diagnostic and Statistical Manual of Mental Disorders (DSM)
as cultural construct,
106
Cultural Formulation Interview,
48, 92–93, 98, 103, 106–107, 113, 204–205, 290
as diagnostic reference,
25
DSM (1952),
16
DSM-III,
17
DSM-5,
18, 113
DSM-5-TR,
18, 92–93, 98, 103, 106–107, 204–205, 290
Outline for Cultural Formulation,
204–205
Diagnostic issues, consult questions on,
169
Differential psychotherapies,
230
Difficult conversations,
49–50, 257–258, 305, 413–414.See also Communication skills and managing conflict
Digital note-taking,
339
Direct (asynchronous) supervision,
285
Direct (live) supervision,
285
Direct and explicit statements of empathy,
309, 310
Direct observations,
322
Disabilities, patients with
.See Oppressed patient populations
Disabilities, residents with
community and mentorship for,
34–36
implicit norms of residency and,
31–32, 34, 35–36
legal protections and care for,
494
resources,
38
specific challenges and strategies,
37–38
strength of,
32–33
stressors and,
452, 453, 490–491
work-life integration for,
455
Disability forms,
194
Discrimination and mistreatment,
473–487.See also Gender and sexual minorities; Oppressed patient populations; Underrepresented in medicine
background,
473–474
from colleagues,
480–482
definitions,
473
forms of,
474–475, 475–477
institutional discrimination policies,
480–481, 485
at institutional level,
36, 48–49, 50, 64, 67, 482–484
interventions for,
479
key points,
474
legal aspects of,
477–478, 481, 484–485
from patients, families, and guests,
52–53, 476–480, 484–485
resources,
486
self-reflective questions,
485
seminal articles on,
512
specific challenges and strategies,
484–485
Divalproex,
270, 509, 511
Diversification (investment strategy),
502
Diversity, equity, and inclusion, seminal articles on,
512
Documentation
blocks for safety,
195–196
case formulation,
101–102
consult notes,
179, 181
psychotherapy,
221, 225
time management organization for,
195
“Do not call” culture,
133
Double consciousness,
45
Drapetomania,
44
Dress code for residency interviews,
75
Drug-drug interactions,
208–209
Drugs
.See Prescribing medications
DS-2019 (certificate),
82
DSM. See Diagnostic and Statistical Manual of Mental Disorders
Duty to protect,
249–250, 251–252
Dyadic mentorship,
412
Eating disorders, seminal articles on,
512
ECT (electroconvulsive therapy),
16, 19, 513
Education
.See Continuing medical education (CME) credits; Scholarship
Educational Commission for Foreign Medical Graduates (ECFMG),
74, 82, 84
Educational questioning (pimping),
288
Education Debt Manager for Matriculating and Graduating Medical School Students (AAMC),
500
Education track,
372–373, 373, 374, 420, 423–424, 427
Elder abuse,
249–250
Electroconvulsive therapy (ECT),
16, 19, 513
Electronic evaluation system,
340
Electronic medical records (EMRs),
341, 342
Email apps,
338, 342
Embracing uncertainty
.See Uncertainty, embracing
Emergency fund,
502–503
Emergency guardianship,
160
Emergency planning, with telehealth services,
238–239, 241–242
Emergency services
.See Psychiatric emergency service
Emotional intelligence, as leadership skill,
357
Empathic task,
318–319, 324, 325
Empathy
as source of strength,
32–33
for therapeutic alliance development,
309, 309–310
Employer-sponsored pretax retirement account,
504
EMRs (electronic medical records),
341, 342
Encounters
.See Patient-physician encounters
End-of-life concerns, for consults,
175
Epidemiology, seminal articles on,
513
Equal Opportunity Employment Commission complaint,
485
ERASE framework,
478
Ethical issues
background,
245
of confidentiality,
249–250
gift acceptance,
198
Goldwater Rule,
352
of informed consent,
246–247
key points,
246
in publishing,
382–383, 388
seminal articles on,
514
of social media use,
352
Eugenics movement,
17, 44
Evaluation as feedback,
331, 334.See also Feedback
Event invitation apps,
339
Evidence-based medicine
about,
320–321
assertive community treatment as,
273–274
for prescribing medications,
208, 520
psychotherapy as,
223–224, 229–230
researching,
322, 323
social media use and,
352
specific challenges and strategies,
324
Excellence in Mental Health and Addiction Treatment Act (2021),
269
Exchange-traded (index) funds,
501–502, 502, 503, 505
Exclusion criteria for reviews,
384
Explicit (stated) consult question,
168–169, 169–170
Explicit discrimination,
474, 475, 476
External self-awareness,
296–297
Families of patients
boundary setting for,
161
consult recommendation communication with,
178
discrimination and mistreatment from,
476–480
psychoeducation for,
272
of suicide patient,
257–258
Family leave,
455
Family responsibilities during residency
breastfeeding,
456
community and mentorship for,
34–36
family as support system,
457–458
implicit norms of residency and,
31–32, 34, 35–36
infertility issues,
452
resources,
38, 459
wellness and,
467
work-life integration and,
452, 456, 467
Federation of State Medical Boards,
489
Federation of State Physician Health Programs,
494
Feedback
for learning and teaching,
331–333
positive feedback loop,
35–36
resources,
334
specific challenges and strategies,
324, 334
task-based approach to,
322
technology for,
340–341
tips for,
331–332
Fellowships and awards
APA opportunities,
275, 360, 362–366, 375
career development through,
424–425
for international medical graduates,
79–80, 80
as leadership opportunities,
360, 361–367
opportunities during PGY2-4,
9, 10
in public psychiatry,
275
resources,
53–54, 361–367
File-sharing technology,
339
Finances,
499–506
background,
499
budgeting,
37, 500–501
for CME credits,
445
emergency fund,
502–503
investing,
501–504, 502
key points,
499–500
moonlighting and,
456–457
resources,
37, 506
self-reflective questions,
506
specific challenges and strategies,
36–37, 504–506
Financial advisors,
505
First job
.See Job search Fixed mindset,298
Flexner Report,
43
Follow-up, for consults,
179–180
Folstein Mini–Mental State Examination (MMSE),
175
Forums,
448
Frame (therapeutic) for psychotherapy,
218–220
Frame of supervision,
281–282
Functional mentorship,
412
Funerals, following patient suicide,
260
GAD-7 (Generalized Anxiety Disorder 7-item),
210, 223–224, 469
Gender and sexual minorities,
57–69.See also Underrepresented in medicine
advocacy for,
60
background,
42, 57–59
case formulation for,
99
clinical training deficits,
61–62
curricula on,
59–60, 67–68, 69
demographics of,
4
elective opportunities,
60–61
health care for LGBTQ+ trainees,
66–67, 68
historical context,
17
implicit norms of residency and,
31–32
institutional culture impacting,
67
key points,
58
mentorship for,
63–64, 68
resident as educator on,
62–63, 68
resources,
54, 68
safety for LGBTQ+ trainees,
64–66
self-reflective questions,
68
specific challenges and strategies,
67–68
supervision of patient care for,
61–62
Generalized Anxiety Disorder 7-item (GAD-7),
210, 223–224, 469
General public, medial writing for,
386–388
Gerontology, seminal articles on,
513
Goal setting
for mentorship,
411, 413–414, 413
mission statement for career development,
420, 421–422
during patient encounters,
306–307, 307, 311–312
in psychotherapy,
221
for scholarship,
378–379
for supervision,
280–282
“Goldwater Rule,”
352
GoodRx,
199, 200
Government-level advocacy,
396, 397, 400
Gratitude practice,
467
Grave disability,
158
Green card (permanent residency status),
81, 81
Growth mindset,
298, 302, 303, 330–331, 334
for career development,
426
Guardianship,
160, 163
Handoffs
after on-call shift,
129
in outpatient setting,
198–199
in psychotherapy,
226, 229
specific challenges and strategies,
229
warm handoffs,
226
Harassment,
456
Health care system
.See U.S. mental health care landscape
Health Insurance Portability and Accountability Act of 1996 (HIPAA),
235
Historically oppressed populations
.See Gender and sexual minorities; Oppressed patient populations; Underrepresented in medicine
History taking
for case formulation development,
94–95, 96–97
for consults,
170, 171, 174–175, 176
for prescribing medications,
208
for psychiatric emergencies,
123
in psychotherapy,
220–221
Homelessness,
271, 275
Homosexuality,
17
H-1B visas,
81
Housing-first model,
271
Housing instability,
271
Human subjects research,
377
Hybrid mentorship,
410, 411, 412
Icebreakers for teams,
330, 333–334
ICMJE (International Committee of Medical Journal Editors),
383, 390
Identity development and demographics of residents advocacy and,
36
background,
4, 11
community support groups for,
34–35
development stages by residency year,
6–11, 7–8
differences as sources of strength,
32–33
implicit norms of residency and,
31–32
incompatibility messages,
34
for international medical graduates,
71–72, 73
key points,
32
mentors and,
35–36
other identities
.See Gender and sexual minorities; International medical graduates; Second-career residents; Underrepresented in medicine
resources,
38
self-reflective questions,
38
specific challenges and strategies,
36–38
IIE (impact, ideas, and expectations),
308, 308, 312, 313, 315
IMGs
.See International medical graduates
Immigrant visa (permanent residency status),
81, 81
Impairment
.See Physician impairment
Implicit (unstated) consult question,
168–169, 169–170
Implicit bias
awareness of,
299–300
case formulation and,
98, 101
with PES patients,
120, 122
power versus influence and,
187
resources,
113
restraint use and,
157
strategies for counteracting,
108–109, 111–113
of supervisors,
290
Implicit discrimination,
474, 475, 476
Implicit norms of residency,
31–32, 34, 35–36
IMPLICIT strategy to counteract biases,
109
Incarcerated patients,
271–272
Inclusion, as teaching method,
330, 334
Inclusion criteria for reviews,
384
Inclusive curricula resources,
54, 59–60, 67–68, 69
Index funds,
501–502, 502, 503, 505
Indifferent patients
.See Ambivalent patients
Indirect supervision,
193, 286
Infertility issues,
452
Influence versus power, on multidisciplinary teams,
185–187
Informed consent
legal aspects of,
12, 223, 246–247, 251
for psychotherapy,
223, 230
resources,
230
specific challenges and strategies,
12, 251
for telehealth services,
236, 236
Inpatient medical-surgical service
.See Consultation-liaison (CL) psychiatry rotation Inpatient services,153–164
background,
153
boundary setting,
161–162
communication with team members,
154–155
involuntary civil commitment,
158–159
key points,
154
prescribing medications,
205–206
resources,
163
safety on inpatient unit,
155–158
self-reflective questions,
163
specific challenges and strategies,
162
substitute decision makers,
159–161
therapeutic alliance development and,
205–206
Institutional discrimination,
36, 48–49, 50, 64, 67, 482–484
Institutional discrimination policies,
480–481, 485
Institutional reform,
36, 110, 396, 396, 401, 402
Institutional review board (IRB),
377
Institutional training grants (T32 programs),
374
Internal self-awareness,
296–297
International Committee of Medical Journal Editors (ICMJE),
383, 390
International medical graduates (IMGs),
71–85
acculturation stress,
77–79, 78–79, 82–83
background,
71–72
career development for,
80–81, 81
communication skills for,
76–77
demographics and identity of,
4
fellowships for,
79–80, 80
identity and demographics,
71–72, 73
implicit norms of residency and,
31–32
key points,
72
PGY-1 for,
6
recent changes to U.S. residency system for,
73–74
residency interview process,
74–76
resources,
84
self-reflective questions,
83
specific challenges and strategies,
52–53, 82–83
visas for,
76, 77, 81, 81, 82
International Prospective Register of Systematic Reviews (PROSPERO) database,
384
Interpreters,
111–112
Interpretive task,
319–320, 324, 325
Interview process for residency,
74–76
Intoxication,
492, 495
colleagues with impairment,
495
Investing,
501–504, 502
Invitation apps,
339
Involuntary civil commitment,
19, 158–159, 163
IRA (individual retirement account),
504, 505
IRB (institutional review board),
377
Isolation rooms, for agitated inpatients,
158
J-1 waiver,
81, 82
Job search,
429–438
background,
425, 429
key points,
429–430
knowing your must-haves,
430–432, 431
knowing your value,
430, 436–437
negotiations,
432–437, 438
networking,
432
nonnegotiable considerations,
425
nonsalary negotiables,
434, 437
practice setting for first job,
19
resources,
437–438
self-reflective questions,
437
specific challenges and strategies,
436–437
Johari window,
301–302, 301, 303
Journals
.See also Publishing
choices for publishing,
382
grouped by area of interest,
507–508
seminal studies in,
508, 509–516
K-awards,
374
Khan Academy,
339
Lactation rooms,
456
Language interpreters,
111–112
Leadership skills and opportunities,
355–370
for advocacy,
401
background,
355
importance of,
356–357
key points,
356
for portfolio-building,
423
for professional growth following residency,
444
on psychiatric emergency service,
120–121
qualities of strong leadership,
357–358
resources,
369–370
road map to,
358–360, 361–367
self-reflective questions,
368
specific challenges and strategies,
360, 368, 401
for teams,
188–189, 356
Learning climate,
328–331, 329
Leave of absence requests, from patients,
194
Legal issues,
245–252
background,
245
civil commitment,
247–249
for contracts,
436
decisional capacity,
159, 169, 246–247
discrimination in the workplace,
477–478, 481, 484–485
duty to protect,
249–250, 251–252
informed consent,
12, 223, 230, 246–247, 251
involuntary civil commitment,
19, 158–159, 163
key points,
246
mandated reporting,
249–250, 251
negligence,
250
protections and care for residents with mental health-related disabilities,
494
resources,
251–252
self-reflective questions,
251
social media use,
352
specific challenges and strategies,
250–251
substitute decision makers,
159–161
for telehealth services,
236–237, 236
Legislative advocacy,
396, 397, 400, 402, 403
Letters to the editor,
376, 385–386, 387, 399
LGBTQ+ residents
.See Gender and sexual minorities
Librarians,
339
Life stressors,
452–454, 453, 490–491
Life-work balance
.See Work-life integration Limited guardianship,160
Literature reviews,
373, 385, 387
Lithium,
16, 212, 509, 511
Live (direct) supervision,
285
Loan repayment,
500
Lobotomies,
19
Locum tenens,
419–420
Long-term investments,
503–504, 504
Majority minority demographics,
43
Mandated reporting,
249–250, 251
Manuscripts
.See Publishing Master’s degrees,425
Mature termination of psychotherapy,
225–226
MedEdPORTAL,
339
Medicaid,
263, 265, 266.See also Public mental health
Medical causes for psychiatric issues,
141
Medical leave policies,
66
Medical news websites,
448
Medical sequelae of psychiatric medication,
140–141
Medical students
on inpatient service team,
155, 157
preceptorships for,
443
rapport with,
330, 333–334
teaching methods for,
327–335.See also Teaching by residents
transition to residency,
5–6, 8, 12
Medicare,
263, 265, 266.See also Public mental health
Medicare and Medicaid Act (1965),
265, 266
Medications
.See Prescribing medications
Medicine rotations
.See Nonpsychiatry services
Mental health care landscape
.See U.S. mental health care landscape
Mental health disabilities, residents with,
31–38
implicit norms of residency and,
31–32, 34, 35–36
legal protections and care for residents,
494
mentorship for,
34–36
resources,
38
specific challenges and strategies,
37–38
strength of,
32–33
stressors and,
452, 453, 490–491
work-life integration and,
455
Mental Health Parity Act of 1996 (MHPA),
268
Mental Health Parity and Addiction Equity Act of 2008 (MHPAEA),
265, 268
Mental Retardation Facilities and Community Mental Health Centers Construction Act (1963),
266
Mentors and mentorship,
407–416.See also Sponsorship
background,
407
for career development,
421–423, 426
definitions,
408
discrimination interventions and,
482, 485
finding a mentor,
409–410
goals and expectations,
411, 413–414, 413
“ideal,”
408–409
identity development and,
35–36
for international medical graduates,
83
key points,
407–408
for leadership skill building,
358
for LGBTQ+ residents,
63–64, 68
models of,
410–411, 412
for professional growth following residency,
444
programs for,
410
in research,
373–375
resources,
53–54, 415–416
self-reflective questions,
415
specific challenges and strategies,
413–415
sponsorship and,
413
for UiM trainees,
46–47
for work-life integration support,
454–455, 458
MHPA (Mental Health Parity Act of 1996),
268
MHPAEA (Mental Health Parity and Addiction Equity Act of 2008),
265, 268
Microaggressions,
230, 414–415, 474, 479
Milestones Guidebook for Residents and Fellows (ACGME),
12, 13
Mindfulness,
297, 300, 302, 304, 468
Mindset of growth,
298, 302, 303, 330–331, 334
MINDSTRONG (program),
467
Mini–Mental State Examination (MMSE),
175
Minorities
.See Gender and sexual minorities; Underrepresented in medicine Minority and Underrepresented (M/UR) Caucuses—LGBTQ,68
“Mirror” test,
186
Missed appointments,
199
Mission statement for career development,
420, 421–422, 427
Mistreatment
.See Discrimination and mistreatment MMSE (Mini–Mental State Examination),175
Money market accounts,
503
Montreal Cognitive Assessment (MoCA),
175
Moonlighting,
456–457
Mortality and morbidity conferences,
259
Multidisciplinary teams,
183–190
advocacy and,
112–113, 186, 395–396
background,
18, 183, 184–185
communication with team members,
187–188
for consults,
178–179, 180–181
future directions for treatment of,
22
for inpatient services,
154–155
introductions and role clarification,
185
key points,
184
leadership skills for,
188–189, 356
power versus influence,
185–187
on psychiatric emergency service,
120–121
resource,
190
self-reflective questions,
190
specific challenges and strategies,
23–24, 180–181, 189–190
supervisors for,
188–189
Multiple board certifications,
442
Multiple mentorship,
412
M/UR (Minority and Underrepresented) Caucuses—LGBTQ,
68
Mutual funds,
501, 502
National Alliance on Mental Illness,
21, 274
National Conference of State Legislatures’ Database of State Tarasoff Laws,
249
National Institutes of Health (NIH),
373–374
National Institutes of Health (NIH) Loan Repayment Program,
500, 506
National Labor Relations Board,
483
National Mental Health Service Systems Act of 1980 (NMHSSA),
267
National Neuroscience Curriculum Initiative,
339, 375
National Resident Matching Program,
4, 71
Negative learning climate,
328
Negligence,
250
“Negritude,”
44
Networking,
349, 375, 432
Neurology examination,
141
Neurology rotation
.See Nonpsychiatry services Neuroscience,23, 25, 522
Niche for leadership,
358
Night float
.See On-call shifts and night float
NIH (National Institutes of Health),
373–374
NIH (National Institutes of Health) Loan Repayment Program,
500, 506
NMHSSA (National Mental Health Service Systems Act of 1980),
267
Nonadherence to medication,
207–208, 211, 212–213, 313–314
Nonpsychiatry services,
139–151
advantages of,
140–142
background,
193
key points,
140
preparation for,
143–146, 145, 147–148, 150
psychiatry services versus,
142–143
resources,
146, 147–148, 150
rounding expectations,
143
schedule and pace of,
142
self-reflective questions,
149–150
specific challenges and strategies,
146–148
staying connected to psychiatry during,
146
teaching methods,
143
team structure,
143
Norms of residency (implicit),
31–32, 34, 35–36
Note-taking apps,
339
Nurse practitioners (NPs),
21
Nursing staff,
131, 132, 154, 176
Obsessive-compulsive disorder, seminal articles on,
510, 511, 513–514
O’Connor v. Donaldson (1975),
248–249
Office of the National Coordinator for Health Information Technology,
101–102
Off-label use of medications,
200
Omnibus Budget Reconciliation Act (1981),
267
On-call shifts and night float,
127–138
background,
127–128
clinical work management for,
128–131, 130
handoff procedure for,
129
key points,
128
relationship management for,
131–134, 132
resources,
137
self-care during,
134, 135, 136–137
self-reflective questions,
137
specific challenges and strategies,
134–137
triage during,
129, 130
Online privacy,
351–352
Open-ended questions,
307, 310, 311, 313
Opioid prescriptions,
443
Opioid use disorder,
23, 509
Oppressed patient populations,
105–115
advocacy for,
109–110, 111–113, 397–398
background,
105
case formulation for,
99
counteracting bias in,
108–109
Cultural Formulation Interview for,
48, 98, 106–107, 113
disability forms,
194
health care inequities,
17, 22–23
key points,
106
resources,
113–114
self-reflective questions,
113
seminal article on,
512
shared decision-making process for,
192
specific challenges and strategies,
111–113
Structural Vulnerability Assessment for,
107–108, 113
Optimal learning climate,
328–331, 329
Optimism-based exercises,
467
Organizational advocacy,
36, 110, 396, 396, 401, 402
Organization skills
for career development,
422–423
for nonpsychiatry services,
144, 145
technology and,
338–339
time management,
33, 194–196
Original reports,
384, 387
Original research articles,
376
Otherness,
45
Outline for Cultural Formulation (APA),
204–205
Outpatient services,
191–201
background,
191
boundary setting,
193–194
on-call shifts for,
129–130
handoff procedure for,
198–199
key points,
191–192
level of care determination,
196–197
patient autonomy and shared decision-making,
192–193
during PGY-3,
9–10
prescribing medications,
197, 199, 200, 206
resources,
197–198, 200
safety,
196
self-reflective questions,
200
specific challenges and strategies,
199–200
supervision and,
193
termination of,
198, 199
time management,
194–196
Oversight supervision,
286
Pagers,
130–131, 132, 135–136
PAMA (Protecting Access to Medicare Act of 2014),
265, 269
Panic disorder, seminal articles on,
514
Parens patriae doctrine,
158
Parenting during residency
.See Family responsibilities during residency Partnerships for advocacy,397, 398, 401–402
PAs (physician assistants),
21
Passive advocacy,
401
Patient advocacy,
397–398, 401, 403
Patient-centered care,
465–466
Patient-centered websites,
522
Patient Health Questionnaire (PHQ-9),
210, 223–224, 469
Patient-oriented psychiatry podcasts,
519–520
Patient-physician encounters
.See also Therapeutic alliance development
communication skills for,
306–311, 307–310, 312–313
specific challenges and strategies,
312–313
Patient Protection and Affordable Care Act (2010),
265, 269
Patient rights advocacy groups,
274
Payees,
160–161
PEARLS©,
309, 309–310, 312–313
Peer advocacy,
17
Peer mentorship,
412
Peer review, of patient suicide,
259
Peer-reviewed manuscripts,
376, 388–390
Peer support groups,
34–35, 47, 60
Permanent residency status,
81, 81
Personality disorders,
264
Personal life
.See Self-care; Wellness; Work-life integration
Personal supports,
457–458
PES
.See Psychiatric emergency service
PGY-1 through PGY-4,
6–11, 7–8
Phone number security,
220
PHQ-9 (Patient Health Questionnaire),
210, 223–224, 469
Physical examination, for consults,
175
Physical restraints,
157, 158
Physician assistants (PAs),
21
Physician health programs (PHPs),
494
Physician impairment,
489–498
attending physicians with impairment,
493, 495
background,
489–490
colleagues with impairment,
492
key points,
490
prevention,
490–491
recognition of,
491–493
reporting,
493–494, 495, 496
resources,
495–496
seeking help for,
493–494
self-reflective questions,
495
specific challenges and strategies,
494–495
suicide and,
492–493
Physician-patient encounters
.See Patient-physician encounters
PICO framework (population/problem, intervention, comparison, outcome),
321, 384
Pimping (educational questioning),
288
Plan development, for consults,
177–178
Platforms for social media use,
346, 347–348
Play therapy,
240–241
Podcasts,
416, 447, 517–521
Portfolio, for career development,
423–424, 427
Positive learning climate,
328–331, 329
Positivity,
467
Poster presentations,
375–376, 379, 386
Posttraumatic stress disorder (PTSD),
121–122, 124, 234, 515
Power mapping for advocacy,
398–399, 399, 403
Power versus influence, on multidisciplinary teams,
185–187
Practice settings,
418–420
Preceptorships,
443
Precontemplative stage of change,
206–207
Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines,
384–385
Premature termination of psychotherapy,
226
Prescribing medications,
203–215
access and logistical barriers for,
211–212
background,
19, 203
boundary setting for,
194
case formulation and,
100
in community mental health clinic,
270
complex medication regimen management,
199, 270, 275, 276
consult questions on,
169
cost considerations,
199, 211–212
current landscape,
18, 20
drug-drug interactions,
208–209
emergency medication dosages,
128
evidence-based treatments,
208, 520
historical context,
16
history-taking,
208
for homeless patients,
271
informed consent for,
246
key points,
204
medical sequelae management,
140–141
negligent care example,
250
nonadherence to medication,
207–208, 211, 212–213, 313–314
for off-label use,
200
opioid prescribing CME,
443
in outpatient setting,
197, 199, 200, 206
patient ambivalence and,
207–208
patient autonomy and agency,
192–193, 205–207, 313–314
podcasts on,
520
by primary care doctors,
18, 224–225
with psychotherapy,
210, 224–225, 230
resources,
25, 200, 214, 230, 522
self-reflective questions,
213
shared decision-making process and,
194
side effects,
199, 207–208, 209, 210–211, 212–213, 246
specific challenges and strategies,
23–24, 199, 200, 212–213, 275, 313–314
telehealth limitations for,
235
therapeutic alliance development for,
204–206, 211
treatment identification,
208–210
treatment initiation and monitoring,
210–211
websites on,
522
Presentations (posters),
375–376, 379, 386
Pretax retirement account,
503–504
Primary care providers,
18, 22, 224–225
PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines,
384–385
Prison (correctional) settings,
271–272
PRITE (Psychiatric Resident-In-Training Examination),
141, 340, 446
Private practice setting,
419
Privilege (social),
51, 299–300, 303, 334
Process rounds,
136
Professional development and growth
.See Career development; Continuing medical education (CME) credits; Publishing; Scholarship; Skill building
Professionalism, seminal articles on,
514
Professional-personal life balance
.See Work-life integration
Project Implicit,
187
PROSPERO (International Prospective Register of Systematic Reviews) database,
384
Protecting Access to Medicare Act of 2014 (PAMA),
265, 269
“Protest psychosis,”
17, 24
PSLF (public service loan forgiveness),
500, 506
Psychiatric advance directives,
159
Psychiatric consultation
.See Consultation-liaison (CL) psychiatry rotation
Psychiatric emergency service (PES),
117–125
background,
117–118
colleagues’ experiences,
120–121
countertransference reaction to,
121–122
key points,
118
patient experiences,
119–120
resources,
124–125
safety during,
118–119
self-reflective questions,
124
specific challenges and strategies,
122–124
telehealth services and,
238–239
Psychiatric Resident-In-Training Examination (PRITE),
141, 340, 446
Psychiatry Milestones (ACGME),
12, 13
Psychodynamic case formulation,
92–95
Psychodynamic psychotherapy,
222–223
Psychoeducation, for families,
272
Psychological safety,
298, 300–302, 483, 485
Psychologists and therapists,
21, 154, 155
Psychopharmacotherapy
.See Prescribing medications
Psychosis
case management for,
162
civil commitment standards for,
248
informed consent standards for,
246–247, 251
journal resource,
508
medication regimen challenges,
199, 275
neurology examination for presentation of,
141
“protest psychosis,”
17, 24
seminal articles on,
514–515
Psychosurgery,
19
Psychotherapy,
217–231.See also Therapeutic alliance development
background,
217–218
boundary setting in,
218–219, 228–229
case formulation for,
221–223
current landscape,
20
first sessions,
220–223
goal setting in,
221
handoff procedure in,
226, 229
historical context,
17–18
key points,
218
ongoing therapy,
223–225
podcasts on,
521
prescribing medications with,
210, 224–225, 230
for professional growth following residency,
444
resources,
230, 303
social media use precautions,
349
supervision of,
222, 226–228
termination of,
225–226
therapeutic frame development,
218–220
for trainees,
300, 303
PTSD (posttraumatic stress disorder),
121–122, 124, 234, 515
Public, medical writing for,
386–388
Public mental health,
263–278.See also U.S. mental health care landscape
advocacy work in,
274
background,
263
careers in,
275
challenges (general),
265, 270–272
international medical graduates and,
80
key legislation and historical context,
17, 264–265, 266–269
key points,
264
recovery-based model in,
272–274
resources,
276
self-reflective questions,
276
specific challenges and strategies,
275–276
Public service loan forgiveness (PSLF),
500, 506
Publishing,
381–391.See also Scholarship
background,
381
for CME credits,
443
data requirements,
376–377
for disseminating scholarship,
376
format choice,
382
for general public,
386–388
journal options,
382, 507–508
manuscript types,
384–386, 387
mentors and,
415
peer review process and responses,
388–390
for portfolio-building,
423, 424
poster presentations,
375–376, 379, 386
post-residency,
444
resource,
391
self-reflective questions,
391
seminal psychiatry articles,
509–516
specific challenges and strategies,
390, 415
topic choice,
382
types of,
376
writing process,
382–384
Qualitative data,
377
Questions (consults),
168–169, 169–170, 314–315.See also Consultation-liaison (CL) psychiatry rotation
Questions (open-ended),
307, 310, 311, 313
Quiet pager,
130–131
Race and racism
.See Oppressed patient populations; Underrepresented in medicine
Rapport
with medical students,
330, 333–334
with patients,
306–307, 307.See also Therapeutic alliance development
specific challenges and strategies,
333–334
RCA (rapport, concerns, agenda),
306, 307
Recommendations, for consults,
177–178
Recovery-based model,
272–274
Recruitment of residents via social media,
350–351
Referrals, consult questions on,
170
Rejection of manuscripts,
389–390
Relationship-centered communication,
305–316.See also Communication skills and managing conflict; Therapeutic alliance development
ART of communication,
310
background,
305
for consults,
314–315
for diagnosis and treatment recommendations,
309–311, 313–314
for difficult conversations,
305
key points,
306
for patient goal setting,
306–307, 307, 311–312
for patient-physician encounters,
306–311, 307–310, 312–313
resources,
316
self-reflective questions,
315
specific challenges and strategies,
311–315
Research track,
372–375, 373, 420, 423, 500.See also Publishing; Scholarship
Research websites,
522
Residency experience,
3–14.See also Career development; Clinical work; Identity development and demographics of residents; Skill building
background and overview,
3, 11–12
challenges (general),
12–13
implicit norms of,
31–32, 34, 35–36
key points,
4
PGY-1 through PGY-4,
6–11, 7–8
resources,
13
self-reflective questions (general),
13
transition from medical school,
5–6, 8, 12
Residency interview process,
74–76
Resilience,
5, 462, 467
Restraints,
157, 158
Resume,
423–424
Retirement savings,
503–504, 504, 505–506
Review articles,
373, 376, 384–385, 387
Revisions of manuscripts,
388–390
Risk management meetings, on patient suicide,
257, 260
Role models
.See Mentors and mentorship
Role-play,
288, 291, 413–414
Roth individual retirement account (IRA),
504, 505
Safety
boundary setting for,
298
consult questions on patient safety,
169
documentation blocks for,
195–196
for gender and sexual minorities,
64–66
on inpatient unit,
155–158
for outpatient services,
196
phone number security,
220
during psychiatric emergencies,
118–119
psychological safety,
298, 300–302, 483, 485
Savings account,
503
Schizophrenia
autonomy and agency for patients with,
213
biases when diagnosing,
108, 111
civil commitment standards for,
248
informed consent standards for,
251
nonpharmacological treatments for,
223, 272, 276
prescribing medications for,
161, 199, 213, 264, 276, 514–515
seminal articles on,
514–515
telehealth services for,
235
treatment-resistant,
210–211, 264, 270
Scholarship,
371–380.See also Publishing
background,
371
case formulation and,
321, 324
goal setting for,
378–379
international medical graduates and,
80
key points,
372
leadership training in,
369–370
for professional growth following residency,
444
range of,
372–373, 373
resources,
379
road map to,
11, 373–375
self-reflective questions,
379
sharing of,
375–376
social media use for science communication,
349–350
specific challenges and strategies,
324, 377–379
value demonstration for,
376–377
Scientific task,
320–321, 324, 325
Scientology,
17, 20
SDM (shared decision-making) process,
192–193, 194
Seclusion, for agitated inpatients,
158
Second-career residents community and mentorship for,
34–36
implicit norms of residency and,
31–32, 34, 35–36
strength through differences experienced by,
33
“Seize the awkward” exercise,
493
Self-care
.See also Wellness; Work-life integration
for on-call shifts,
134, 135, 136–137
nonpsychiatry services and,
148
psychiatric emergency service and,
122
resources,
137
suicide of patient and,
255, 259–260
for work-life integration,
457
Self-compassion,
297–298, 302, 303
Self-directed learning
for gender and sexual minority patient care,
61–62
journals for,
507–508
overview,
507–509
podcasts for,
416, 447, 517–521
seminal articles for,
509–516
supervision and,
283–284
task-based approach to,
322
websites for,
522–523
Self-disclosure on social media,
349
Self-kindness,
297, 302
Self-knowledge through self-awareness,
295–304
background,
295–296
definitions,
296–298
key points,
296
practicing self-awareness,
299–302, 301
resources,
303–304
self-reflective questions,
303
specific challenges and strategies,
302
Serious mental illness (SMI)
background,
263
challenges in public mental health setting,
265, 270–272, 275–276
legislation and historical context,
264–265, 266–269
recovery-based model,
272–274
resources,
276, 523
Service Employees International Union,
83
Setting expectations, for learning and teaching,
329–330
Sexual harassment,
414–415, 456
Sexual minorities
.See Gender and sexual minorities
Sexual violence reporting,
65–66
Shared decision-making (SDM) process,
192–193, 194
Short-term investments,
503
Skill building
for advocacy work,
397–400, 399, 403
background and overview,
6–11, 7–8
for communication,
305–316.See also Communication skills and managing conflict
for embracing uncertainty,
317–326
for leadership,
120–121, 188–189, 355–370, 401, 423, 444
for publishing,
381–391
for scholarship,
371–380
self-knowledge through self-awareness,
295–304
for social media use,
345–354, 399–400, 404
for teaching,
123, 155, 157, 327–335, 339–341
for technology use,
337–344
Slavery,
17, 44
SMART (specific, measurable, achievable, relevant, time-bound) goals,
378–379
SMI
.See Serious mental illness
SNAPPS (supervision technique),
289
Social (cultural) case formulation,
92–95, 97–98, 100–101
Social activism
.See Advocacy Social anxiety,234, 516
Social isolation, community support for,
34–35
Social media,
345–354
for advocacy,
345–346, 399–400, 404
background,
345–346
boundary setting and,
349, 350–351
for career development,
423
education uses,
346, 349
key points,
346
for networking and professional development,
349
physician group resources,
447
pitfalls of,
351–352
platforms,
346, 347–348
for resident recruitment,
350–351
resources,
353
for science communication,
349–350
self-reflective questions,
353
specific challenges and strategies,
352–353
Social phobia,
234, 516
Social privilege,
299–300, 303
Social Security Administration,
160
Social workers,
154, 197
Socioeconomic disadvantage residents,
31–32, 34–37
Specific, measurable, achievable, relevant, time-bound (SMART) goals,
378–379
Split (collaborative) treatment,
23–24
Sponsorship
.See also Mentors and mentorship
background,
407, 411–413
key points,
408
resources,
415–416
self-reflective questions,
415
Stable instability (concept),
193
Stated (explicit) consult question,
168–169, 169–170
Stigma
correcting stigmatizing behavior,
110, 113
of mental illnesses,
17, 20–21, 205, 271, 311, 483–484
of psychiatric medications,
207–208, 213, 311
of psychiatry,
17, 20, 350, 353
seminal article on,
512
specific challenges and strategies,
24, 37–38, 213, 495
Stimulation, for learning and teaching,
329
Stock market,
500, 501–502, 502, 503, 505
Storage apps,
338–339
Stressors,
452–454, 453, 490–491
Strong ties, in relationships,
35
Structural case formulation,
92–95, 98–99, 101
Structural competency,
107
Structural racism,
41–42, 43–44, 122
Structural Vulnerability Assessment (SVA),
107–108, 113
Student loans,
500, 505–506
Substance use disorders
comorbid mental health disorders,
272
consults and,
170–171, 174
legislation impacting,
268, 269
medication regimen challenges,
275
outpatient services and,
197
physicians and,
489–498.See also Physician impairment
public mental health care for,
263
in public mental health settings,
272, 275
resources,
163
specific challenges and strategies,
275
substitute decision makers and,
160
Substitute decision makers,
159–161
Suicide (patient),
253–261
background,
253
emotional responses to,
255–256
fact gathering,
254–255
family conversations about,
257–258
future research directions,
23
institutional reviews of,
258, 259
key points,
253–254
making meaning of,
258
notification of,
254
prevention,
254
in psychotherapy,
230
resources,
230, 260–261
risk management meetings,
257, 260
self-reflective questions,
260
seminal articles on,
516
specific challenges and strategies,
241–242, 259–260
suicide of residents following,
493
support for,
256–257
telehealth services for,
241–242
Suicide (resident),
492–493
Supervisory relationships,
279–292
background,
279
for on-call shifts,
131–134, 136
for CL psychiatry rotation,
167–168, 179
communication skills for,
132–134, 136
for consults,
167–168, 179, 180–181
definitions,
280
discrimination interventions and,
478, 485
embracing uncertainty through,
322, 324
formats of supervision,
284
function,
280
for gender and sexual minority patient care,
61–62
goal setting for,
280–282
indirect supervision,
193
for inpatient services,
156
for international medical graduates,
83
key points,
279–280
levels of supervision,
284, 285–286
management of multiple supervisors,
228
for multidisciplinary teams,
188–189
openness to feedback from,
299, 302
for outpatient services,
193
phases of supervision,
280–284
for professional growth following residency,
444
for psychological safety,
298, 302
for psychotherapy,
222, 226–228, 230
resources,
229–230, 291
self-reflective questions,
229, 291
specific challenges and strategies,
136, 228–229, 287, 290, 302, 324
suicide of patient and support from,
255, 256, 260
techniques for supervision,
284, 287, 288–289, 291
for UiM trainees,
47–49
Supported employment programs,
274
Supportive psychotherapy,
222
Survey apps,
339, 341
SVA (Structural Vulnerability Assessment),
107–108, 113
Systemic discrimination,
36, 53
Systemic reviews,
373, 376, 384–385, 387
Systems-based strategies, for counteracting bias,
109
Tarasoff v. Regents of the University of California (1976),
249
Task-based approach
definition,
322
map of,
318–321
reflective practice of,
321–323, 325
resources,
324
specific challenges and strategies,
324
Task Force on Psychological Practice With Sexual Minority Persons,
69
Teach-back strategies,
111
Teaching by residents,
327–335
background,
327–328
feedback for students,
331–333
on inpatient services,
155, 157
key points,
328
positive learning climate for,
328–331, 329
on psychiatric emergency service,
123
resources,
335
self-reflective questions,
334
social media use for,
346, 349
specific challenges and strategies,
123, 333–334, 342
technology and,
339–341, 342
Team icebreakers,
330, 333–334
Teams
.See Multidisciplinary teams
Technology,
337–344
apps,
338–339, 341, 342, 467, 470
background,
337
for clinical work,
341–342
key points,
337
for learning and teaching,
339–341
for mentorship in research,
375
for organization,
338–339
for research opportunities,
375
resources,
343–344
self-reflective questions,
343
specific challenges and strategies,
342–343
Telehealth services,
233–244
background,
233
boundary setting for,
241, 242
for children,
240–241, 242
effective telepsychiatry,
235–238, 236
efficacy and benefits of,
234–235
emergency planning,
238–239
future directions,
22
key points,
233–234
legal aspects of,
236–237, 236
patients who dislike technology and,
240, 242
privacy concerns,
235, 239, 243
for psychotherapy,
224
resources,
243–244
self-reflective questions,
243
specific challenges and strategies,
241–243
technology failures,
240, 242
technology for,
341–342
Temporary guardianship,
160
T-groups (process groups),
300–302, 301
Therapeutic alliance development
.See also Relationship-centered communication
abuse situations and,
250
background and overview,
13, 220–223
communication skills for,
306–309, 307–310
for consults,
173–174
in inpatient setting,
205–206
in outpatient setting,
193, 206
for prescribing medications,
204–206, 211, 212–213
in psychotherapy,
220–221, 228
specific challenges and strategies,
13, 212–213, 228, 250
with telehealth services,
237–238
termination of psychotherapy and,
225–226
Therapeutic frame development,
218–220
Therapeutic hold,
157
Therapists and psychologists,
154, 155
THINK acronym for social media use,
351, 352
Three Good Things app,
467
Tic disorders, seminal articles on,
516
Time management,
33, 194–196
Training program liaison (TPL),
82
Transition from medical school,
5–6, 8, 12
Translation services,
111–112
Trauma-informed practice,
273
Traumatic occupational exposures,
121–122, 124, 478, 481–482
Treatment planning, for case formulation,
99–101
Treatment recommendation communication skills,
309–311, 313–314
Treatment referrals, consult questions on,
170
Treatment resistance, from patients,
210–211, 212–213, 313–314
Triage during on-call shifts,
129, 130
T32 programs (institutional training grants),
374
Tuskegee Experiment,
247–248
21st Century Cures Act,
195–196, 221
Uncertainty, embracing,
317–326
background,
317–318
key points,
318
during PGY-1 through PGY-4,
8–10
reflective practice for,
321–323
resources,
325
self-reflective questions,
325
specific challenges and strategies,
324
task-based map for,
318–321, 325
Underrepresented in medicine (UiM),
41–55.See also Discrimination and mistreatment; Gender and sexual minorities
advocacy and,
48, 51
allies and co-conspirators for,
50–51
background,
41–42
community and mentorship for,
34–36
demographics and identity,
4
difficult conversations for,
49–50
financial challenges for,
36–37
future landscape for,
23
historical racism and,
43–45
identity formation for,
45–46
implicit norms of residency and,
31–32, 34
key points,
42
mentors for,
46–47, 409, 414
negotiation disparities,
433
patient racism,
52–53, 476–480, 484–485
resources,
53–54
self-reflective questions,
53
specific challenges and strategies,
36–37, 51–53, 414
strengths of,
33
supervision for,
47–49
Unions,
483
Unstated (implicit) consult question,
168–169, 169–170
U.S. Department of Education,
37
U.S. mental health care landscape,
15–27.See also Oppressed patient populations; Public mental health
access issues,
24, 105
background,
11, 15
case formulation and,
99
challenges in psychiatry,
20–22
current context,
18–20
future directions,
22–23
historical context,
16–18, 105
historical perspective resource,
25
inequities in,
17, 22–23
key points,
15–16
for LGBTQ+ population,
67
mistrust of,
44–45
resources,
25
scope of practice trends,
21
self-reflective questions,
24
specific challenges and strategies,
23–24
stigma,
20–21
structural racism and,
41–42, 43–44
USMLE Step 1,
73–74
USMLE Step 3,
141
U.S. Public Health Service,
247–248
Validation, as leadership skill,
357
Valproic acid,
211, 212
Verbal de-escalation,
157
Viewpoints, for disseminating scholarship,
376
Virtual meetings,
340
Visas,
76, 77, 81, 81, 82
Voice mail set-up,
220
Volunteerism,
246, 444
Warm handoffs,
226
Weak ties, in relationships,
35
Websites, for self-directed learning,
448, 522–523
Wellness,
461–471.See also Self-care apps for,467, 470
background,
461
burnout and,
462–464
definition,
462
individual interventions for,
465–468
key points,
461
organizational interventions for,
465
resilience and,
462
resources,
455, 469–470, 496
self-reflective questions,
469
specific challenges and strategies,
468–469
work-life balance for,
455, 467
WELL Toolkit,
493
Working alliance, with supervisors,
281
Work-life integration,
451–460
background,
451
family responsibilities and,
31–36, 38, 452, 456, 467
key points,
452
reflective practice for,
454
resources,
459
self-reflective questions,
459
specific challenges and strategies,
458
stressors,
452–454, 453, 490–491
support system for,
454–458
for wellness,
455, 467
Workshops, for disseminating scholarship,
376
Wrap-up visit, for consults,
175
Writing process
.See Publishing
Yerkes-Dodson law,
328–329, 329
Zinermon v. Burch (1990),
246–247

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Go to The Psychiatry Resident Handbook
The Psychiatry Resident Handbook: How to Thrive in Training
Pages: 525 - 553

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Published in print: 31 March 2023
Published online: 5 December 2024
© American Psychiatric Association Publishing

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