The department of psychiatry at children's national health system was founded by the late reginald S. Lourie, MD, and is one of the oldest in the nation.Cognitive learning theory in the classroom alumni and faculty have become leaders in the field of child psychiatry, held notable positions in regional, national, and international organizations, conducted seminal research studies, and lectured widely on child mental health issues.Cognitive learning theory in the classroom

Education is a core component of the departmental mission and teaching is a high priority for the faculty. In addition to training child and adolescent psychiatry fellows in our program, we are a training site for general psychiatry residents and child and adolescent psychiatry fellows from the walter reed national military medical center, general psychiatry residents and medical students from george washington university, general psychiatry residents from st.Cognitive learning theory in the classroom elizabeth’s hospital, and general psychiatry residents from howard university. The faculty members also participate in the training of psychology interns, pediatric residents and fellows, and child neurology residents from children's national as well as senior medical students from regional and national medical schools.Cognitive learning theory in the classroom

Year one provides a solid foundation of training in the basics of childhood psychopathology. Fellows rotate in three-month blocks throughout the year in a mix of inpatient, outpatient, and consultative settings.Cognitive learning theory in the classroom in many clinical settings, fellows work in close collaboration with pre-doctoral psychology interns to provide a more in-depth opportunity to learn how to collaborate in patient care.Cognitive learning theory in the classroom

Fellows join a multidisciplinary team of psychiatrists, psychologists, social workers, art and music therapists, education specialists, nursing staff, and child psychiatric specialists providing family-centered care on this 14 bed inpatient unit.Cognitive learning theory in the classroom working under the direction of an attending psychiatrist, fellows have the opportunity to provide acute care to adolescents with severe psychiatric illness and gain further experience in the clinical management of bipolar disorder, schizophrenia, major depressive disorder, eating disorders, and substance use problems.Cognitive learning theory in the classroom they also serve as the senior trainee on the service, providing opportunities to educate general psychiatry residents, medical students, physician’s assistant students, and pediatric and neurology residents about psychiatric illness in adolescents.Cognitive learning theory in the classroom

Fellows are integral members of the multidisciplinary team on this 12 bed unit for patients up to age 13. Common clinical issues seen on the CPU include disruptive behavior problems, attention deficit hyperactivity disorder, behavioral issues arising in the context of autism spectrum disorders, severe anxiety and depressive disorders, and eating disorders in pre-adolescents.Cognitive learning theory in the classroom on this unit, fellows gain more in-depth exposure to behavior management strategies and are encouraged to co-lead family sessions with the unit family therapist.Cognitive learning theory in the classroom they also gain experience in collaborating with area child protection and foster care agencies and exposure to the special concerns that accompany children and families involved with these services.Cognitive learning theory in the classroom

As a child psychiatry fellowship program in a freestanding pediatric hospital, we are able to offer a rich consultation-liaison experience to our fellows.Cognitive learning theory in the classroom children’s national serves as a primary hospital for children from the local area with acute medical issues, as well as a referral center for children from across the region and the world who come to children’s national for subspecialty expertise.Cognitive learning theory in the classroom during the PCLS block, fellows will generally perform 1-2 new inpatient consultations a day, assessing patients presenting with a wide range of emotional, behavioral, and cognitive issues during the course of treatment for medical illness.Cognitive learning theory in the classroom fellows also receive closely-supervised experience in performing emergency psychiatric assessments for children and families presenting to the emergency department in crisis.Cognitive learning theory in the classroom communication with pediatricians and systems-based care are of particular focus during this block, and fellows also gain broader exposure to neurobiological underpinnings of psychiatric symptoms and management of illnesses at the medical/psychiatric interface, including delirium, eating disorders, and conversion and somatoform disorders.Cognitive learning theory in the classroom fellows also have the opportunity to present an interesting clinical case or set of issues at departmental grand rounds during their PCLS rotation.Cognitive learning theory in the classroom

A significant advantage of the first-year fellowship program is the opportunity to follow a select group of patients on an outpatient basis. There are ample opportunities to gain experience in acute and longer-term treatment of outpatients.Cognitive learning theory in the classroom outpatient activities during the first year provide both broad and in-depth experiences with the course of disorders arising in infancy, childhood, and adolescence.Cognitive learning theory in the classroom

Fellows have six hours of protected didactic time each week throughout the two-year fellowship. Didactic seminars are led by children’s national psychiatry and psychology faculty and selected community psychiatrists, psychologists, and therapists.Cognitive learning theory in the classroom the first year didactic curriculum begins with a summer “crash course” series covering the basics of child and adolescent psychiatry that fellows need to know as they begin their clinical work.Cognitive learning theory in the classroom A core topics series in the first year covers key aspects of childhood psychopathology. A seminar series covering important aspects of psychopharmacology, child development, ethical issues, and cultural aspects of psychiatry occur in the first year.Cognitive learning theory in the classroom the therapy seminar series includes modules on family therapy, psychodynamic therapy, the use of play in psychiatric treatment and assessment, cognitive-behavioral therapy, and dialectic behavior therapy.Cognitive learning theory in the classroom fellows also participate in a monthly journal club led by faculty from the national institute of mental health (NIMH) and the weekly departmental grand rounds.Cognitive learning theory in the classroom

The second-year of fellowship enhances the clinical and didactic foci of the first year by providing deeper experience in community and school consultation, forensics, and child psychiatry subspecialties.Cognitive learning theory in the classroom at the same time, fellows continue their continuity clinic and have the opportunity to arrange elective experiences that allow them to explore interests in more depth.Cognitive learning theory in the classroom

Fellows expand their outpatient general continuity clinic to two full days per week. Fellows perform evaluations and carry a selected cohort of patients for psychotherapy and for medication and case management, and assume primary leadership roles for a child’s care in coordination with the child’s family, therapist(s), school, and other community supports.Cognitive learning theory in the classroom face-to-face faculty supervision is available for each patient encounter, as well as longitudinal supervision with the fellow’s primary supervisors.Cognitive learning theory in the classroom

Fellows have two to three half-days throughout the year to engage in elective opportunities of their choice. Fellows are provided with a menu of previous electives, but are also supported and encouraged in designing experiences that meet their educational needs.Cognitive learning theory in the classroom clinical options include additional training in eating disorders, substance use disorders, residential treatment, school-based treatment, or more in-depth experience in subspecialty clinic areas at children’s national.Cognitive learning theory in the classroom fellows have also participated in research projects internally and with mentors at NIMH, designed a collaborative care clinic with primary care providers, taken education elective time to create a new curriculum for rotating medical students, and worked with attorneys at the children’s law center at the interface of psychiatry and the law.Cognitive learning theory in the classroom interested fellows can also pursue a 2-4 week rotation at select international sites, including japan, the united kingdom, and chile.

The second-year didactics afford increased breadth and depth in topics related to child mental health and the practice of psychiatry.Cognitive learning theory in the classroom A year-long seminar in psychodynamic psychotherapy hones fellows’ dynamic listening skills and provides opportunity for case consultation. More opportunities for collaborative case-based learning occur in the difficult situations seminar.Cognitive learning theory in the classroom fellows also may participate in the institutional fellows’ core curriculum, joining fellows from across the institution to learn about academic topics such as research fundamentals, quality improvement, and teaching skills.Cognitive learning theory in the classroom second-year fellows also attend the cross-cultural psychiatry course, the family therapy seminar, the NIMH journal club, and are invited to be an ongoing part of first-year seminars as their schedule allows.Cognitive learning theory in the classroom finally, special seminars are scheduled throughout the year on selected topics such as financial management for physicians and transition to practice issues.Cognitive learning theory in the classroom

Second-year fellows are allowed to select their own supervisors and meet with a minimum of two supervisors per week to discuss clinical cases, research endeavors, and career planning.Cognitive learning theory in the classroom we are fortunate to have a group of committed and skilled volunteer faculty in various practice settings in the washington, DC area who are willing to serve as supervisors.Cognitive learning theory in the classroom second-year fellows benefit from this option to broaden perspectives they receive in supervision.

Two rising second-year fellows are chosen by the faculty to be chief residents during the final year.Cognitive learning theory in the classroom the chief residents learn about administrative psychiatry through experiences managing the call schedule, designing a rotation schedule for their class, and assisting in orientation of rotating residents.Cognitive learning theory in the classroom they also take an active role in overseeing educational programming, and serve on the departmental fellowship training committee.

The residency training program in child and adolescent psychiatry at the children's national health system is open to all qualified applicants who have successfully completed medical school and are anticipated to have completed at least three years of general psychiatry training requirements at an accreditation council for graduate medical education (ACGME) accredited institution prior to joining the program.Cognitive learning theory in the classroom applicants must have passed at least two clinical skills verification (CSV) examinations by the time of application to the program. Applicants must also be eligible for an unrestricted medical license in washington, DC and the state of maryland.Cognitive learning theory in the classroom

• A letter from the training director of your general psychiatry residency training program. The letter must include descriptions of (a) your overall performance during general psychiatry residency, (b) your strengths and weaknesses, (c) rotations and requirements, and (d) a statement verifying that you are in good standing currently or, as applicable, that you previously completed all requirements of general psychiatry training in a satisfactory manner.Cognitive learning theory in the classroom

All applications are carefully reviewed by program staff, and selected applicants will be contacted by jackie jones to schedule an interview.Cognitive learning theory in the classroom interviews are conducted between mid- september and early december and include opportunities to meet with the department chair, program director and associate program director, several members of the program faculty, and current fellows.Cognitive learning theory in the classroom

The breadth of clinical experiences available to our fellows, the flexibility of our curriculum to allow for extensive elective experience especially in the second year, and the collegial relationships enjoyed by fellows and faculty all make this a very attractive program in which to train.Cognitive learning theory in the classroom our location in our nation’s capital and our close collaborations with federal agencies like NIMH and SAMHSA and with national organizations including AACAP also allow for unique clinical, research, and advocacy experiences that would not be possible elsewhere.Cognitive learning theory in the classroom Q. Are there benefits to training at your hospital?

Serving the nation’s children for more than 140 years, children’s national is the only exclusive provider of acute pediatric care in the washington metropolitan area.Cognitive learning theory in the classroom the main hospital, known as the sheikh zayed campus for advanced children’s medicine features 323 beds, 54 of which are level IIIC NICU bassinets; a level I pediatric trauma center which serves three states; and a critical care transport program via ambulance, helicopter, and fixed-wing airplane.Cognitive learning theory in the classroom children's national serves as the regional referral center for pediatric emergency, trauma, cancer, cardiac and critical care as well as neonatology, orthopaedic surgery, neurology, and neurosurgery.Cognitive learning theory in the classroom as a non-profit pediatric care provider, children’s national has a mission to serve all children in its service area regardless of ability to pay.Cognitive learning theory in the classroom

As a result, our fellows care for a clinically and socioeconomically diverse group of patients and families from all over the region and country who see children’s national as their medical home.Cognitive learning theory in the classroom fellows have broad exposure to both “bread and butter” child and adolescent psychiatry and to unique clinical presentations only encountered at a tertiary referral center.Cognitive learning theory in the classroom the availability of pediatric subspecialty experts enhances fellows’ clinical training and opportunities to collaborate with other specialties.Cognitive learning theory in the classroom Q. What about my interest in…?

There’s an elective for that! For fellows who enter training with a distinct career path or interest area in mind, we help connect you with mentors, provide time and space to pursue your interests, and help you find a path to your eventual career choice.Cognitive learning theory in the classroom for those with more general interests, we can help you create an educational program that allows you to sample from a rich buffet of offerings, enhancing your ability to care for children and families and participate in research, advocacy, and education.Cognitive learning theory in the classroom Q. What kinds of positions do your fellows choose after graduation?