Brown Murray A, Astman James A
Department of Psychiatry and Bio-Behavioral Services, David Geffen/UCLA School of Medicine, Los Angeles, California, USA.
Acad Psychiatry. 2007 Sep-Oct;31(5):375-9. doi: 10.1176/appi.ap.31.5.375.
The authors describe a unique institutional partnership between an adult psychiatry training program and a K-12 school that focuses on enriching educational opportunities and improving outcomes at both institutions.
Beginning with reciprocal consultations, the partnership has expanded to involve the students and faculty at both institutions. Feedback has confirmed that both residents in the training program and teachers at the school consider the exchanges highly beneficial.
A wide range of educational improvements has resulted. In the training program, these have included recurring exposure to and interactions with children and adolescents in normative educational environments and increased reflection about effective pedagogy. In the school, improvements have ranged from more rounded intervention strategies to teachers' increased sophistication about neurodevelopmental phenomena in a learning setting.
Collaboration between an adult psychiatry training program and a K-12 school can provide significant benefits not otherwise available to both institutions. The authors believe this partnership model is valuable and might be replicated in other settings where adult and/or child training programs can establish similar relationships with a school.
作者描述了一个成人精神病学培训项目与一所从幼儿园到12年级的学校之间独特的机构合作关系，该合作专注于丰富两个机构的教育机会并改善其成果。
从相互协商开始，这种合作关系已扩大到两个机构的学生和教师。反馈证实，培训项目中的住院医师和学校教师都认为这种交流非常有益。
带来了广泛的教育改进。在培训项目中，这些改进包括在规范教育环境中反复接触儿童和青少年并与其互动，以及增加对有效教学法的反思。在学校里，改进范围从更全面的干预策略到教师在学习环境中对神经发育现象的理解更加深入。
成人精神病学培训项目与一所从幼儿园到12年级的学校之间的合作可以带来显著益处，而这是两个机构在其他情况下无法获得的。作者认为这种合作模式很有价值，可能会在其他成人和/或儿童培训项目能够与学校建立类似关系的环境中得到推广。
