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IblMcaRlDCPractice, Interpersonal and Communication skills, and Practice-based Learning.The focus on integration of biomedical and psychosocial aspects of patient caremakes it particularly applicable to teaching child and adolescent psychiatry.

http://dx.doi.org/10.1016/j.neurenf.2012.05.564

IACAPAP 2012 – 20th World congress / Neuropsychia

e-S-550

ognitive-behavioral group therapy for depressed anduicidal adolescents. Labelle

Department of Psychology, université du Québec à Montréal, Montréal,anada

his study evaluates the effects of a cognitive-behavioral therapy group (CBT)n suicidal adolescents aged 14 to 17 years. We hypothesized that CBT groupindependent variable) will decrease the risk of suicide and increase copingtrategies to cope with adversity (dependent variables). Data were collectedrom 30 adolescents (16 on 12-session CBT intervention and 14 on treatment assual). A structured diagnostic interview and self-reported questionnaires weredministered at pre-test, post-test and one month follow-up. Statistical analysishowed signification reduction in depression and despair, and significant increasen adaptive cognitions related to personal control in problem solving and reasonsor living for not commit suicide. Moreover, the scores varied by gender. Thetrengths and limitations of the treatment are discussed.

ttp://dx.doi.org/10.1016/j.neurenf.2012.05.526

roblem-based learning (PBL) in child and adolescentsychiatry and allied disciplines

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mplementation of problem based learning in child anddolescent psychiatry.P.S. Guerrero

Department of Psychiatry, University of Hawaii, Honolulu, USA

ntroduction/objective.– Problem-based Learning (PBL) is a technique thatrown in popularity worldwide because of its potentially beneficial outcomesor health professional education.

ethod.– The presenter will review core PBL principles and processes, with anmphasis on the mechanics of “closed-loop reiterative PBL”, PBL case deve-opment and curriculum planning, classroom facilitation, and specific learningools (e.g., case mapping).esults.– Specific tools and strategies will likely increase the beneficial outcomesf PBL. The mere labeling of a curriculum as “PBL” does not necessarily guaran-ee that students and teachers will adhere to the core processes that purportedlyonfer educational benefits.iscussion/conclusion.– PBL may be a helpful tool for specialties that:consider complex biological mechanisms (e.g., contemporary neuroscience

nd psychopharmacology) and psychosocial-cultural dynamics;involve teamwork;require exposure to issues not frequently encountered in typical practice (e.g.,

ituations more typically encountered in “developing” countries, for students indeveloped” countries).

ttp://dx.doi.org/10.1016/j.neurenf.2012.05.527

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roblem-based learning at Alpert Medical School of Brownniversity

. HuntDepartment of Psychiatry, Alpert Medical School of Brown University,

rovidence, USA

ntroduction/objective.– New skills are required of the PBL teaching faculty sohat they allow students to take an active role in guiding their own learning andn teaching one another. Skill is also needed to know when to be more directive

ith students.ethod.– The presenter will discuss strategies to recruit PBL faculty and reviewodels for training faculty to optimally facilitate PBL sessions. PBL faculty

e l’enfance et de l’adolescence 60S (2012) S64–S126 S123

raining encourages a balanced interaction between process facilitation and beingcontent resource.esults.– Most authors have agreed that faculty should maintain a facilitative

ole. However, the degree of directiveness of tutors in tutorials should not remainhe same in all PBL situations, but needs to be varied according to student levelr curriculum.iscussion/conclusion.– Recruitment of faculty willing to be trained in a deve-

opmental approach to PBL facilitation is critical. A model for accomplishinghis training is discussed.

ttp://dx.doi.org/10.1016/j.neurenf.2012.05.528

e-S-553

roblem-based learning in child and adolescent psychiatryn Malaysia. Tan

Department of Psychiatry, Universiti Kebangsaan Malaysia Medical Faculty,uala Lumpur, Malaysia

ntroduction.– PBL, a proven medical education technique, is ideal for teachinghild and adolescent psychiatry (CAP).ethod.– Using PBL facilitation strategies, including progressive disclosure

nd problem solving, the presenter will discuss Farah’s story, a hypotheticalase that illustrates the complex neurobiologic, physiologic, and psychologi-al contributors to adolescent psychopathology and an acute crisis. PBL willelp the participant to apply principles of bio-psycho-social formulation andanagement, optimally via multidisciplinary collaboration.esults.– Through analyzing, via the PBL approach, Farah’s distress, the par-

icipant will gain skills in understanding adolescents anywhere in the world,uilding resilience, and facilitating holistic healing and mental health.iscussion/conclusion.– “Give me a fish and I eat for a day, teach me to fish andeat for a lifetime”.BL teaches trainees skills that are self-renewing, so that they can make a dif-erence in the lives of every child or adolescent they meet, whatever the specifichallenge may be.

ttp://dx.doi.org/10.1016/j.neurenf.2012.05.563

e-S-554

roblem-based learning at the University of Texas. Santos

Psychiatry and Behavioral Sciences, University of Texas Medical School,ouston, USA

ntroduction/objective.– Problem-based Learning (PBL) is a technique that haseen used extensively in undergraduate medical student education but there isess experience using it in residency training.

ethod.– The presenter will review the design and implementation of a PBLurriculum in a child psychiatry residency program at the University of Texast Houston Medical School.esults.– Specific strengths and weaknesses utilizing PBL in a child and ado-

escent psychiatry residency program will be discussed.iscussion/conclusion.– PBL allows demonstration of several ACGME Coreompetencies – Knowledge, Patient Care, Professionalism, Systems-based