Columbia College of Physicians and Surgeons, USA.
Acad Psychiatry. 1994 Dec;18(4):211-9. doi: 10.1007/BF03341409.
The author proposes a simple systematic way to analyze short stories as if they were case histories. Class discussions are organized around five basic questions, stated in the article, and use Erikson's framework of life stages to translate life experiences into the language of psychic conflict. Fiction writers effectively dramatize psychological and developmental issues in a way that makes them real and memorable to psychiatric residents. Stories may be of particular value in illustrating the process of change and in exploring the topic of prognosis, which are often overlooked in more traditional teaching formats. The author has presented this approach at several recent meetings of the American Association of Directors of Psychiatric Residency Training and the American Academy of Child and Adolescent Psychiatry, and workshop participants have reported success in its use, which depends on the teacher's clinical rather than literary skills.
作者提出了一种简单的系统方法来分析短篇小说，就好像它们是病例史一样。课堂讨论围绕着文章中提出的五个基本问题展开，并使用埃里克森的生命阶段框架将生活经历转化为心理冲突的语言。小说作家通过一种有效的方式将心理和发展问题戏剧化，使其对精神科住院医师来说真实而难忘。故事在说明变化过程和探讨预后主题方面可能特别有价值，而这些在更传统的教学形式中往往被忽视。作者在最近的几次美国精神病住院医师培训主任协会和美国儿童与青少年精神病学学会会议上介绍了这种方法，工作坊参与者报告说该方法的使用取得了成功，这取决于教师的临床技能而不是文学技能。
