Psicoanálisis y formacion psiquíatrica
Here is-presented the role of a psychoanalyst involved in an academic intervention model in a psychiatry university institution The Pre-graduate, post-graduate and working areas are: Theorical seminars, clinic supervision and investigation; objectives and contents of these areas are considered. The...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universidad Nacional de Colombia
2002-01-01
|
| Series: | Revista de la Facultad de Medicina |
| Subjects: | |
| Online Access: | https://revistas.unal.edu.co/index.php/revfacmed/article/view/19863 |
| _version_ | 1818562585717374976 |
|---|---|
| author | Eduardo Laverde Rubio |
| author_facet | Eduardo Laverde Rubio |
| author_sort | Eduardo Laverde Rubio |
| collection | DOAJ |
| description | Here is-presented the role of a psychoanalyst involved in an academic intervention model in a psychiatry university institution The Pre-graduate, post-graduate and working areas are: Theorical seminars, clinic supervision and investigation; objectives and contents of these areas are considered. The role of the psychoanalyst in this context is defined in the following manner: The psychoanalyst as a teacher should sponsor a psychiatric formation where the responsibility is centered in the student, so he becomes the most important director of his own formation, with greater protagonism, compromise and auto evaluation. The ethical relationship doctor-patient should be regulated by consideration and respect for the integrity, individuality, uniqueness and privacy of the patient The psychiatrist in formation should include within the training, the recognition of his own emotions, distinguishing them from those of the patient and putting them at the service of his understanding. As general objectives and in the present case, one could say that the role of the analyst is to stimulate in the student a multidimensional thinking, where external and internal factors should be considered; this also includes the uncertainties, indeterminations and a1eatory phenomena adaptation. This modality of thought should be capable of discern and distinguish without breaking connections. Such type of thinking constitutes the basic element of critilism and creativity. |
| first_indexed | 2024-12-14T01:05:41Z |
| format | Article |
| id | doaj.art-1d1a24cc1258423fb848703ca88e6ca1 |
| institution | Directory Open Access Journal |
| issn | 0120-0011 2357-3848 |
| language | English |
| last_indexed | 2024-12-14T01:05:41Z |
| publishDate | 2002-01-01 |
| publisher | Universidad Nacional de Colombia |
| record_format | Article |
| series | Revista de la Facultad de Medicina |
| spelling | doaj.art-1d1a24cc1258423fb848703ca88e6ca12022-12-21T23:22:58ZengUniversidad Nacional de ColombiaRevista de la Facultad de Medicina0120-00112357-38482002-01-01501434718070Psicoanálisis y formacion psiquíatricaEduardo Laverde Rubio0Universidad Nacional de ColombiaHere is-presented the role of a psychoanalyst involved in an academic intervention model in a psychiatry university institution The Pre-graduate, post-graduate and working areas are: Theorical seminars, clinic supervision and investigation; objectives and contents of these areas are considered. The role of the psychoanalyst in this context is defined in the following manner: The psychoanalyst as a teacher should sponsor a psychiatric formation where the responsibility is centered in the student, so he becomes the most important director of his own formation, with greater protagonism, compromise and auto evaluation. The ethical relationship doctor-patient should be regulated by consideration and respect for the integrity, individuality, uniqueness and privacy of the patient The psychiatrist in formation should include within the training, the recognition of his own emotions, distinguishing them from those of the patient and putting them at the service of his understanding. As general objectives and in the present case, one could say that the role of the analyst is to stimulate in the student a multidimensional thinking, where external and internal factors should be considered; this also includes the uncertainties, indeterminations and a1eatory phenomena adaptation. This modality of thought should be capable of discern and distinguish without breaking connections. Such type of thinking constitutes the basic element of critilism and creativity.https://revistas.unal.edu.co/index.php/revfacmed/article/view/19863psicoanalistaformación psiquiátrica |
| spellingShingle | Eduardo Laverde Rubio Psicoanálisis y formacion psiquíatrica Revista de la Facultad de Medicina psicoanalista formación psiquiátrica |
| title | Psicoanálisis y formacion psiquíatrica |
| title_full | Psicoanálisis y formacion psiquíatrica |
| title_fullStr | Psicoanálisis y formacion psiquíatrica |
| title_full_unstemmed | Psicoanálisis y formacion psiquíatrica |
| title_short | Psicoanálisis y formacion psiquíatrica |
| title_sort | psicoanalisis y formacion psiquiatrica |
| topic | psicoanalista formación psiquiátrica |
| url | https://revistas.unal.edu.co/index.php/revfacmed/article/view/19863 |
| work_keys_str_mv | AT eduardolaverderubio psicoanalisisyformacionpsiquiatrica |