Appendix 1

Syllabic curriculum content:

Summary of Areas of Core Medical Knowledge
Underpinning Specialist Training in Psychiatry
1.

Behavioural Science and Socio-cultural Psychiatry

The trainee shall demonstrate core knowledge in the key areas of

behavioural science and socio-cultural psychiatry. This knowledge
will include basic and social psychology.

1.1

Basic Psychology
1.1.1 Learning theory: classical, operant, observational and cognitive
models. The concepts of extinction and reinforcement. Learning
processes and aetiological formulation of clinical problems, including
the concepts of generalisation, secondary reinforcement, incubation
and stimulus preparedness. Escape and avoidance conditioning.
Clinical applications in behavioural treatments: reciprocal inhibition,
habituation, chaining, shaping, cueing. The impact of various
reinforcement schedules. The psychology of punishment. Optimal
conditions for observational learning.
1.1.2 Basic principles of visual and auditory perception: figure ground
differentiation, object constancy, set, and other aspects of perceptual
organisation. Perception as an active process. The relevance of
perceptual
theory
to
illusions,
hallucinations
and
other
psychopathology. The development of visual perception as an
illustration of constitutional/ environmental interaction.
1.1.3 Information processing and attention. The application of these to the
study of schizophrenia and other conditions.
1.1.4 Memory: influences upon and optimal conditions for encoding,
storage and retrieval. Primary working memory storage capacity and
the principle of chunking. Semantic episodic and skills memories and
other aspects of long-term/secondary memory. The process of
forgetting. Emotional factors and retrieval. Distortion, inference,
schemata and elaboration in relation. The relevance of this to
memory disorders and their assessment.
1.1.5 Thought: the possible relationship with language. Concepts,
prototypes and cores. Deductive and inductive reasoning. Problemsolving strategies, algorithms and heuristics.
1.1.6 Personality: derivation of nomothetic and idiographic theories. Trait
and type approaches and elementary personal construct theory.
Resume of principles underlying psychoanalytic, social learning,
cognitive neuroscience and humanistic approaches. The interactionist
approach. Construction and use of inventories, rating scales, grids
and Q-sort.
1.1.7 Motivation: needs and drives. Extrinsic theories (based on primary
and secondary drive reduction) and homeostasis. Hypothalamic
systems and satiety. Intrinsic theories, curiosity and optimum levels
of arousal. Limitations of approach and attempts to integrate.
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Cognitive consistency. Need for achievement (nAch). Maslows

hierarchy of needs.
1.1.8 Emotion: components of emotional response. Critical appraisal of
James-Lange and Cannon-Bard theories. Cognitive appraisal,
differentiation and the status of primary emotions. Emotions and
performance.
1.1.9 Stress: physiological and psychological aspects. Situational factors:
life events, daily hassles/uplifts, conflict and trauma. Vulnerability
and invulnerability, type A behaviour theory. Coping mechanisms.
Locus of control, learned helplessness and learned resourcefulness.
Resilience.
1.1.10 States and levels of awareness: levels of consciousness and
evidence for unconscious processing. Arousal, attention and
alertness. Sleep structure and dreaming. Parasomnias. Biorhythms
and effects of sleep deprivation. Hypnosis and suggestibility.
Meditation and trances.
1.2 Social Psychology
1.2.1 Attitudes: components and measurement by Thurstone, Likert and
semantic differential scales. Attitude change and persuasive
communication. Cognitive consistency and dissonance. Attitudebehaviour relationships.
1.2.2 Self psychology: self-concept, self-esteem and self-image. Selfrecognition and personal identity.
1.2.3 Interpersonal issues: person perception, affiliation and friendship.
Attribution theory, naive psychology and the primary (fundamental)
attribution error. Social behaviour in social interactions. Theory of
mind as it might apply to pervasive developmental and personality
disorders. Elemental linguistics as applied to interpersonal
communication.
1.2.4 Leadership, social influence, power and obedience. Types of social
power. Influence operating in small and large groups or crowds:
conformity,
polarisation
and
groupthink,
deindividuation.
Communicative control in relationships.
1.2.5 Intergroup behaviour: prejudice, stereotypes and intergroup hostility.
Social identity and group membership.
1.2.6 Aggression: explanations according to social learning theory, operant
conditioning, ethnology, frustration and arousal concepts. The
influence of television and other media.
Family and social
backgrounds of aggressive individuals.
1.2.7 Altruism, social exchange theory and helping relationships.
Interpersonal co-operation.
1.3 Social science & socio-cultural psychiatry
1.3.1 Descriptive terms: social class, socio-economic status and their
relevance to psychiatric disorder and health care delivery.
1.3.2 The social roles of doctors. Sick role and illness behaviour.
1.3.3 Family life in relation to major mental illness (particularly the effects
of high Expressed Emotion).

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1.3.4 Social factors and specific mental health issues, particularly

depression, schizophrenia and addictions. Life events and their
subjective, contextual evaluation.
1.3.5 The sociology of residential institutions.
1.3.6 Basic principles of criminology and penology.
1.3.7 Stigma and prejudice.
1.3.8 Ethnic minorities, acculturation and mental health.
1.3.9 Ethics and philosophy in psychiatry

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2.

HUMAN DEVELOPMENT

The trainee should be knowledgeable about normal biological,

psychological and social development from infancy to old age. This
is in order to consider:
The stages of normal development in order to determine whether
an individuals style of thinking, coping, feeling or behaviour is
appropriate for that stage or may be an indication of illness
How the stage of cognitive and emotional development may
influence the aetiology, presentation and management of mental
health problems
Factors that may be associated with vulnerability to mental health
problems and protective factors associated with resilience.
Developmental issues in relation to the varied cultural and
economic backgrounds of patients.

In particular trainees should be able to demonstrate knowledge of:

2.1

2.2
2.3

2.4

2.5

2.6

2.7

Basic frameworks for conceptualising development: nature and nurture,

stage theories, maturational tasks. Possible definitions of maturity.
Examination of gene-environment interactions with specific reference to
intelligence. Relative influence of early versus later adversities. The
relevance of developmental framework for understanding the impact of
specific adversities such as trauma. Historical models and theories: Freud
and general psychoanalytic; social-learning, Piaget.
Methodology for studying development: cross sectional, cohort and
individual studies. Identification and evaluation of influences.
Bowlby attachment theory and its relevance to emotional development,
affect regulation and human relationships in childhood and later on.
Conditions for secure attachment. Types and clinical relevance of insecure
and disorganised attachment. Early separation and its consequences.
Consequences of failure to develop selective attachments. Brief
consideration of attachment, maternal bonding parental sensitivity.
Other aspects of family relationships and parenting practices. The influence
of parental attitudes compared with parenting practices. Systemic theory
including supportive systems in development, and aspects of distorted
family function: e.g. discord, overprotection, rejection, and enmeshment.
The impact of bereavement, parental divorce and intra-familial abuse on
subsequent development and mental health of the child. The relevance or
otherwise of different family structures including cultural influences on
family and stages of family.
Individual temperamental differences and their impact on parent-child
relationships. Origins, typologies and stability of temperament and the
evolution of character and personality. Childhood vulnerability and
resilience with respect to mental health.
Cognitive development with critical reference to key models such as the
bio-psychosocial model and Piagets model. The impact of attributions and
beliefs, and cultural, genetic and other influences. The relevance of preoperational and formal operational thought to communication with children
and adults.
Basic outline of language development in childhood with special reference
to environmental influences and communicative competence.
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2.8
2.9
2.10
2.11
2.12
2.13
2.14
2.15
2.16

2.17
2.18

Development of social competence and relationships with peers:

acceptance, group formation, co-operation, friendships, isolation and
rejection. The components of popularity.
Moral development with critical reference to Kohlbergs stage theory.
Relationship to development of social perspective taking.
Development of emotion literacy and emotional regulation in childhood and
adolescence including development of fears in childhood and adolescence
with reference to age. Possible aetiological and maintenance mechanisms.
Sexual development including the development of sexual identity and
preferences.
Adolescence as a developmental phase with special reference to pubertal
changes, task mastery, conflict with parents and authority, affective
stability and turmoil. Normal and abnormal adolescent development.
Adaptations in adult life, such as pairing, parenting, illness, bereavement
and loss.
Pregnancy and childbirth and their stresses both physiological and
psychological.
The development of personal (ego-) identity in adolescence and adult life.
Work, ethnic, gender and other identities. Mid-life crises.
Normal ageing and its impact on physical, social, cognitive and emotional
aspects of individual functioning. Social changes accompanying old age,
importance of loss, personality changes with ageing. Social and economic
factors in old age; attitude, status of the elderly, retirement, income,
accommodation, socio-cultural differences.
Genetic influences on development including gene environment
interactions.
Neuroimaging and its role in understanding development. Up to date
findings in this field.

Page 5 of 24

3. BASIC NEUROSCIENCES
The trainee shall demonstrate knowledge of basic neurosciences which
underpin the practice of clinical psychiatry.
3.1 Neuroanatomy
3.1.1 The general anatomy of the brain and the functions of the lobes and
some of the major gyri including the prefrontal cortex, cingulate gyrus
and limbic system. Basic knowledge of the cranial nerves and spinal
chord.
3.1.2 The anatomy of the basal ganglia.
3.1.3 The internal anatomy of the temporal lobes, i.e. hippocampal formation
and amygdala.
3.1.4 The major white matter pathways, e.g. corpus callosum, fornix, Papezs
circuit and other circuits relevant to integrated behaviour (see
neurophysiology section).
3.1.5 The types of cell found within the nervous system.
3.1.6 The major neurochemical pathways, including the nigrostriatal,
mesolimbic and mesocortical dopamine pathways, the ascending
noradrenergic pathway from the locus coeruleus, the basal forebrain
cholinergic pathway, the brain stem cholinergic pathway, the
corticofugal glutamate system and serotonin pathways.
3.2 Neurophysiology
3.2.1 The basic concepts in the physiology of neurones, synapses and
receptors, including synthesis, release and uptake of transmitters. A
basic knowledge of action potential, resting potential, ion fluxes and
channels etc.
3.2.2 The physiology and anatomical pathways of the neural and endocrine
systems involved in integrated behaviour including perception, pain,
memory, motor function, arousal, drives (sexual behaviour, hunger and
thirst), motivation and the emotions, including aggression, fear and
stress. Knowledge of disturbances of these functions with relevance to
organic and non-organic (functional) psychiatry.
3.2.3 The development and localisation of cerebral functions throughout the
life span from the foetal stages onwards and their relevance to the
effects of injury at different ages to the brain and to mental function. An
understanding of neurodevelopmental models of psychiatric disorders
and of cerebral plasticity.
3.2.4 An understanding of the neuroendocrine system, in particular the
control of the secretion of hypothalamic and pituitary hormones (by
releasing factors and by feedback control) and posterior pituitary
function. The main hormonal changes in psychiatric disorders. A basic
understanding of neuroendocrine rhythms and their disturbance in
psychiatric disorders.
3.2.5 A basic knowledge of the physiology of arousal and sleep and with
particular reference to noradrenergic activity and the locus coeruleus.
3.2.6 The normal EEG (including frequency bands) and evoked response
techniques. The applications to investigation of cerebral pathology,
seizure disorders, sleep and psychiatric disorders. The effects of drugs
on the EEG.
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3.3 Neurochemistry
3.3.1 Transmitter synthesis, storage and release. Ion channels and calcium
flux in relation to this.
3.3.2 Knowledge of receptor structure and function in relation to the
transmitters listed below. Pre-synaptic and post-synaptic receptors.
3.3.3 Basic pharmacology of noradrenaline, serotonin, dopamine, GABA,
acetylcholine, excitatory amino acids.
3.3.4 Elementary knowledge of neuropeptides, particularly corticotrophin
releasing hormone and cholecystokinin and the encephalins/endorphins.
3.4 Molecular Genetics
3.4.1 Basic concepts: chromosomes, cell division, gene structure,
transcription and translation, structure of the human genome, patterns
of inheritance.
3.4.2 Traditional techniques: family, twin and adoption studies.
3.4.3 Techniques in molecular genetics: restriction enzymes, molecular
cloning and gene probes, Southern blotting, restriction fragment length
polymorphisms, recombination.
3.4.4 Distinction between direct gene analysis and gene tracking. Genetic
markers, linkage studies, lod scores. Genome wide association studies,
genetic variants.
3.4.5 Conditions associated with chromosome abnormalities.
3.4.6 Principal inherited conditions encountered in psychiatric practice and the
genetic contribution to specific psychiatric disorders.
3.4.7 Prenatal identification. Genetic counselling. The organisation of clinical
genetic services, DNA banks.
3.4.8
Molecular and genetic heterogeneity. Phenotype/genotype
correspondence. Endophenotypes. Gene X Environment interaction.
Epigenetics
3.5 Neuropathology
3.5.1 Neuropathology of Dementia
3.5.1.1 Neuropathology of Alzheimers Disease
3.5.1.2 Neuropathology of Picks Disease and Fronto-Temporal Dementias
3.5.1.3 Neuropathology of Lewy Body diseases including Parknisons
Disease
3.5.2 Neuropathology of Prion Diseases
3.5.3 Neuropathology of HIV brain disease.

Page 7 of 24

4. CLINICAL PSYCHOPHARMACOLOGY
The trainee will demonstrate knowledge of psychopharmacology.
This knowledge will include will include pharmacological action,
clinical indications, side effects, drug interactions, toxicity and
appropriate prescribing practice. In particular trainees will be able
to demonstrate knowledge of:
4.1 General Principles
A brief historical overview of the development of psychotropic drugs. Their
classification. Optimising patient compliance. Knowledge of the placebo
effect and the importance of controlling for it. The principles of rational
prescribing of psychoactive drugs.
4.2 Pharmacokinetics
4.2.1 General principles of absorption, distribution, metabolism and
elimination. Drug interactions. Particular reference to a comparison
of oral, intramuscular and intravenous routes of administration as
they affect drug availability, elimination as it affects the life of the
drug in the body and access to the brain through the blood-brain
barrier. Applications of these to choice of administrative route and
timing of doses. The relationship of ageing, culture, ethnicity to
pharmacokinetics.
4.2.2 Relationships between plasma drug level and therapeutic response:
the possibilities and limitations of this concept with specific examples
such as lithium, antidepressants and anticonvulsants.
4.3 Pharmacodynamics
4.3.1 Synaptic receptor complexity, main receptor sub-types, phenomena
of receptor up- and down- regulation. Pharmacogenetics
4.3.2 The principal CNS pharmacology of the main groups of drugs used in
psychiatry with particular attention to their postulated modes of
action in achieving therapeutic affect: at both molecular/synaptic and
systems levels. These groups would include anti-psychotic agents,
drugs used in the treatment of affective disorder (both mood altering
and stabilising), anxiolytics, hypnotics and anti-epileptic agents. The
relationship of culture, race and ethnicity to pharmacodynamics.
4.3.3 Neurochemical affects of ECT.
4.4 Adverse Drug Reactions (ADRs)
4.4.1 Understanding of dose-related as distinct from idiosyncratic ADRs.
4.4.2 The major categories of ADRs associated with the main groups of
drugs used in psychiatry and those associated with appropriate
corrective action.
4.4.3 The importance of assessing risks and benefits for every individual
patient in relation to his medication. Risks and benefits of
psychotropic drugs in acute, short- and long-term use including
effects of withdrawal. Where appropriate, knowledge of official
Page 8 of 24

guidance on the use of particular drugs (e.g. the Royal College

Guidelines on the use of Benzodiazepines, NICE guidance).
4.4.4 The information database for adverse drug reactions and how to
report them.
4.4.5 Prescribing of controlled drugs.

Page 9 of 24

5. CLASSIFICATION AND ASSESSMENT IN PSYCHIATRY

Trainees shall demonstrate knowledge of the assessment
classification of the major psychiatric disorders. This includes:
5.1

Classification systems
5.1.1 a working knowledge of ICD and DSM classification and
diagnostic systems
5.1.2 WHO classification of impairments, disabilities, and handicaps.
A working knowledge of statementing for special needs
education.

5.2

Assessment of the various biological, psychological and social factors

involved in the predisposition to and onset, and maintenance of
psychiatric disorder
5.2.1 history taking and examination of the mental state
5.2.2 Descriptive Psychopathology
5.2.2.1 Disorders of self
5.2.2.2 Disorders of emotion
5.2.2.3 Disorders of speech and thought
5.2.2.4 Disorders of perception
5.2.2.5 Movement disorders
5.2.2.6 Disorders of cognition
5.2.2.7 Uncommon psychiatric syndromes
5.2.3 Dynamic Psychopathology
5.2.4 assessment of physical factors, including investigations
5.2.5 imaging of the nervous system.
5.2.6 a working knowledge of medicine including physical
examination, diagnosis, investigation and treatment of
common conditions.
5.2.7 Rating Scales in Psychiatry
5.2.8 Risk assessment
5.2.8.1 Understanding the principles of risk assessment.
5.2.8.2 Working knowledge of at least one recognised risk
assessment tool used to assess risk.

Page 10 of 24

and

6. ORGANISATION AND DELIVERY OF PSYCHIATRIC SERVICES

Trainees shall demonstrate knowledge of the core aspects of
service delivery. This knowledge shall include:
6.1

6.2

the nature and process of managing psychiatric cases, including the

application of multidisciplinary approaches, the special role of the
psychiatrist in treatment and the co-ordination of the various
treatment processes involved. Physical, psychological and social
treatments and their relevance to the management and treatment of
psychiatric disorders
preventative strategies in psychiatric disorder, where these exist;

6.3

the provision of specific treatments

6.3.1 the indications, benefits, risks and outcomes of ECT.
6.3.2 the practical aspects of ECT administration.
6.3.3 the indications, benefits, risks and outcomes of DBS, rTMS and
psychosurgery

6.4

the assessment of need for psychiatric services within a community

and how to set up and administer such services, including some idea
of the costs of major elements of such service provision;

6.5

the essential components of a rehabilitation service and the specific

patient needs and disabilities that can be assisted by psychiatric
rehabilitation.

6.6

the relationship between psychiatric disorder and civil rights including

marriage, divorce, custody of children and management of property
and affairs. Ethical issues including use of seclusion, confidentiality
and the implications of duty to warn.

6.7

medico legal issues in psychiatry including abuse of vulnerable adults,

management of finance and property, driving and mental disorder,
and the assessment of capacity to make health, social care and civil
decisions.

6.8

the presentation of psychiatric disorder in a range of cultural settings,

especially those likely to be encountered in the United Kingdom or
the Republic of Ireland;

Page 11 of 24

7. GENERAL ADULT PSYCHIATRY

Trainees shall demonstrate a general knowledge of General Adult
Psychiatry. This includes knowledge of the assessment and
treatment of disorders presenting in adulthood including subspecialist areas. In particular:
7.1

The prevalence/incidence, aetiology, presentation, treatment and

outcome of psychiatric disorder in adulthood:

Unipolar
Depression
Bipolar Disorder
Schizophrenia
Anxiety
Disorders
OCD
Hypochondriasis
Somatisation
Disorder
Dissociative
Disorders
Personality
Disorders
Organic
psychoses
Other
psychiatric
disorders

Prevalence Aetiology Presentation Treatment Outcome

7.1.1.1
7.1.1.2
7.1.1.3
7.1.1.4
7.1.1.5
7.1.2.1
7.1.3.1

7.1.2.2
7.1.3.2

7.1.2.3
7.1.3.3

7.1.2.4
7.1.3.4

7.1.2.5
7.1.3.5

7.1.4.1
7.1.5.1
7.1.6.1
7.1.7.1

7.1.4.2
7.1.5.2
7.1.6.2
7.1.7.2

7.1.4.3
7.1.5.3
7.1.6.3
7.1.7.3

7.1.4.4
7.1.5.4
7.1.6.4
7.1.7.4

7.1.4.5
7.1.5.5
7.1.6.5
7.1.7.5

7.1.8.1

7.1.8.2

7.1.8.3

7.1.8.4

7.1.8.5

7.1.9.1

7.1.9.2

7.1.9.3

7.1.9.4

7.1.9.5

7.1.10.1

7.1.10.2

7.1.10.3

7.1.10.4

7.1.10.5

7.1.11.1

7.1.11.2

7.1.11.3

7.1.11.4

7.1.11.5

7.2

assessment and management of disorders related to pregnancy and

childbirth

7.3

General Hospital Psychiatry

7.3.1 psychiatric assessment of patients with physical illness
7.3.2 advice to special medical services
7.3.3 the psychiatric consequences and aspects of brain disease,
damage (including stroke) and dysfunction.
7.3.4 clinical and theoretical psychiatric aspects of pain and its
management.
7.3.5 care of the dying and the bereaved.

7.4

Emergency Psychiatry
7.4.1 all aspects of suicide, attempted suicide, and self harm
including risk assessment and risk management
7.4.2 knowledge
of
the
theory
and
practice
of
crisis
intervention/home treatment
7.4.3 differential diagnosis in emergency situations
7.4.4 treatment methods in emergency situations including the use
of appropriate legislation
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7.5

The prevalence/incidence, aetiology, presentation, treatment and

outcome of eating disorders

Anorexia
Nervosa
Bulimia
Nervosa
7.6

Prevalence Aetiology Presentation Treatment Outcome

7.5.1.1
7.5.1.2
7.5.1.3
7.5.1.4
7.5.1.5
7.5.2.1

7.5.2.2

7.5.2.3

7.5.2.5

Psycho-sexual disorders
7.6.1 Non-Organic sexual dysfunction, including lack or loss of
sexual desire, lack of sexual enjoyment, and failure of genital
response
7.6.2 Gender Identity Disorders, including transsexualism and
transvestism

Page 13 of 24

7.5.2.4

8. OLD AGE PSYCHIATRY

Trainees will demonstrate knowledge of the particular aspects of
psychiatric disorders, their presentation and treatment in late life.
This will include:
8.1

Demographic population changes in the UK and worldwide.

8.2

District service provision; need for specialisation, principles of service

provision, multidisciplinary working with reference to needs of an
older population, relationships with and provision by social services
and voluntary bodies. Liaison with geriatricians. Attention to the
needs of carers.

8.3

Specialist aspects of assessment of mental health in older people.

8.4

Psychological aspects of physical disease; particular emphasis on

possible psychiatric sequelae of Parkinsons disease, cerebrovascular
disease, sensory impairment. Emotional reaction to illness and to
chronic ill health. Secondary and reversible dementias.

8.5

Prevalence/incidence, clinical features, differential diagnosis,

aetiology, management and prognosis of the following disorders
occurring in late life:

Alzheimers
disease
Vascular
Dementia
Dementia
with Lewy
Bodies,
Parkinsons
Disease
Dementia
Frontotemporal
Dementia
Delirium
Depression
Bipolar
Disorder
Late
Life
Psychosis
Anxiety
Disorders
Substance
Misuse
Other
Mental
Disorders

Prevalence Aetiology Presentation Treatment Outcome

8.5.1.1
8.5.1.2
8.5.1.3
8.5.1.4
8.5.1.5
8.5.2.1

8.5.2.2

8.5.2.3

8.5.2.4

8.5.2.5

8.5.3.1

8.5.3.2

8.5.3.3

8.5.3.4

8.5.3.5

8.5.4.1

8.5.4.2

8.5.4.3

8.5.4.4

8.5.4.5

8.5.5.1
8.5.6.1
8.5.7.1

8.5.5.2
8.5.6.2
8.5.7.2

8.5.5.3
8.5.6.3
8.5.7.3

8.5.5.4
8.5.6.4
8.5.7.4

8.5.5.5
8.5.6.5
8.5.7.5

8.5.8.1

8.5.8.2

8.5.8.3

8.5.8.4

8.5.8.5

8.5.9.1

8.5.9.2

8.5.9.3

8.5.9.4

8.5.9.5

8.5.10.1

8.5.10.2

8.5.10.3

8.5.10.4

8.5.10.5

8.5.11.1

8.5.11.2

8.5.11.3

8.5.10.4

8.5.11.5

Page 14 of 24

8.6

Suicide and attempted suicide in old age.

8.7

Psychiatric aspects of personality in old age.

8.8

Psychotherapy with older adults: adaptations and difference in

therapy. Transference - counter-transference issues. Common
themes.

8.9

Bereavement and adjustment disorders.

8.10 Sleep disorder in later life.

8.11 Psychosexual disorders in old age; including sexuality in physically
ill/disabled people, sexuality in institutionalised elderly.

Page 15 of 24

9. PSYCHOTHERAPY
Trainees will be able to understand the principles and techniques of
psychosocial therapies sufficient to treat patients using brief and
supportive therapies and to know when and how to make a referral
that is indicated. Further to this they will be able to explain to a
patient prospective treatment if a referral is made. Thus they will be
able to:
State the characteristics and techniques of, and common indications for
psychodynamic
psychotherapy,
psychoanalysis,
supportive
psychotherapy, cognitive and behavioural therapies, group therapies,
couples and family therapies and psychoeducational interventions.
State the indications for and techniques of combining psychotherapy
with psychopharmacology
Describe
behavioural
interventions
(e.g.
relaxation
training,
assertiveness training, relapse prevention) and know for which
problems they are indicated or contraindicated.
The knowledge to be demonstrated will include a variety of
therapies and their cultural appropriateness:
9.1.1 Dynamic Psychotherapy
Development of psychodynamic concepts by Freud, the Neo-Freudians
Klein, Jung and Winnicott. An understanding of the following: therapeutic
alliance;
transference;
countertransference;
resistance;
negative
therapeutic reaction; acting out; interpretation; insight; working through
defence mechanisms. Indications for brief, long-term and supportive
psychotherapy. Therapeutic factors in groups.
9.2

Family Therapy
Influence of General Systems Theory. Different models of family therapy:
dynamic; structural; strategic; psychoeducational; behavioural. Goals of
treatment.

9.3

Cognitive-Behavioural Therapies
9.3.1 Behaviour Therapy. Understanding of systematic desensitisation,
operant conditioning, graded and cue exposure, habituation and social skills
training. How to conduct a functional analysis, formulate a treatment plan
and use measurement to assess change.
9.3.2 Cognitive Therapy. The cognitive model for non-psychotic
disorders. The importance of schema, negative automatic thoughts and
maladaptive assumptions. These will need to be considered in appropriate
cultural contexts.

9.4

Other Therapeutic Models

Awareness of Interpersonal Therapy, Cognitive Analytical Therapy, Dialectic
Behaviour Therapy, Gestalt Therapy, Client Centred Therapy, Transactional
Analysis, and Mentalisation.
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9.5

Effectiveness of Psychotherapy
Difficulties in defining outcome, understanding of effect size and metaanalysis, specific and non-specific effects in psychotherapy and be aware of
contemporary guidelines. Research on outcomes in psychotherapy.

9.6

Group Therapy

9.6.1 Psychodynamic. Historical roots of group therapy; group process;

different models of analytic/dynamic group therapy (eg Bion, Foulkes,
Yalom). Therapeutic factors in groups.
9.6.2 Other therapeutic group models. Cognitive Behavioural groups,
Expressive therapies, Support groups, Psychoeducational groups, and
Skills
groups.

Page 17 of 24

10. CHILD AND ADOLESCENT PSYCHIATRY

Trainees shall demonstrate a general knowledge of Child and
Adolescent Psychiatry. This includes knowledge of the assessment
and treatment of children and adolescents, knowledge of disorders
that are usually first diagnosed in infancy, childhood or adolescence
and developmental disabilities. In particular:
10.1 The effects of adult mental illness on children including the effects of
maternal mental health on children and young people at different
developmental stages. As an exemplar the effect of depression on
parental functioning and interactions, and the impact of this on child
development and functioning. An understanding of cultural variations
in aetiology and management.
10.2 Short and long-term effects of negative life events on development
and functioning e.g. maternal loss, child abuse, chronic or lifethreatening illness.
10.3 Description of a typical child mental health service, the role within
this service of the psychiatrist and multidisciplinary team members.
Basic information on different agencies involved in the care of
children and their function.
10.4 Child protection. The needs of developing children and how these
change with time. Types of child abuse and their aetiology and
recognition. An understanding of what to do if child protection
concerns are raised.
10.5 Interaction between psychiatric disorder and physical illness in
children and adolescents. Physical presentation of psychiatric disorder
and psychiatric presentation of physical disorder.
10.6 Aetiological influences in child and adolescent psychiatry, including
individual, familial and social and environmental influences and their
interactions
10.7 Evidence based interventions child mental health and developmental
conditions (as defined in ICD and DSM) and the care pathways that
enable access to those interventions
10.8 Knowledge of the prevalence/incidence, aetiology, presentation,
treatments and outcome of the following conditions including an
understanding of how conditions relate to behaviours (e.g. self-harm,
refusal to attend school etc) and contexts (e.g. pre-school
behaviours):

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Prevalence Aetiology
Attachment 10.8.1.1
10.8.1.2
disorders
Conduct
10.8.2.1
10.8.2.2
disorder
ADHD
10.8.3.1
10.8.3.2
Anxiety
10.8.4.1
10.8.4.2
disorders
including
OCD
Affective
10.8.5.1
10.8.5.2
Disorders
Psychosis
10.8.6.1
10.8.6.2
Eating
10.8.7.1
10.8.7.2
disorders
Autism
10.8.8.1
10.8.8.2
Spectrum
disorders
Substance
10.8.9.1
10.8.9.2
misuse
Tic
10.8.10.1
10.8.10.2
disorders
Other
10.8.11.1
10.8.11.2
childhood
disorders

10.9

Presentation Treatment Outcome

10.8.1.3
10.8.1.4
10.8.1.5
10.8.2.3

10.8.2.4

10.8.2.5

10.8.3.3
10.8.4.3

10.8.3.4
10.8.4.4

10.8.3.5
10.8.4.5

10.8.5.3

10.8.5.4

10.8.5.5

10.8.6.3
10.8.7.3

10.8.6.4
10.8.7.4

10.8.6.5
10.8.7.5

10.8.8.3

10.8.8.4

10.8.8.5

10.8.9.3

10.8.9.4

10.8.9.5

10.8.10.3

10.8.10.4

10.8.10.5

10.8.11.3

10.8.11.4

10.8.11.5

Continuities and transitions of child mental health conditions into

adult life.

10.10 Indications
and
contra-indications
for
interventions. Indications for in-patient care.

Page 19 of 24

different

treatment

OTHER CLINICAL SPECIALTIES

Trainees are expected to be knowledgeable and competent to a basic
degree in sub-specialties of psychiatry. The level of knowledge and
practice is to enable the individual doctor to deal with the majority of
routine cases and emergencies that may be referred, not the level
required to practice as a specialist in the given field
11 Substance Misuse/Addictions
11.1

Basic pharmacology and epidemiology of: alcohol; cannabis: the

stimulants (amphetamine, cocaine, phentermine, diethylpropion,
pemoline etc.); hallucinogens; solvents and nitrites; Ecstasy and
related substances, benzodiazepines and barbiturates; opiates.

11.2

Awareness of the arguments for and against the various types of

prescribing and treatment modalities. Legal restrictions on
prescribing.

11.3

Cause, consequences and recognition of heavy drinking: the concept

of problem drinking; the components of the alcohol dependence
syndrome; the nature of alcohol-related disabilities; detoxification
procedures for in-patients and out-patients.

11.4

Who uses which drugs and why; reasons for initiating and continuing
drug use; how to recognise drug use; the concept of problem drug
use; patterns of dependence on different drugs; detoxification
procedures for inpatients and outpatients. An understanding of
cultural factors in the use and abuse of drugs.
Basics of the
biological, psychological and socio-cultural explanations of drug and
alcohol dependence.

11.5

The interaction of drug and alcohol use with psychiatric illness. Dual
diagnosis and co-morbidity (classificatory systems). Recognition of
substance
misuse
related
medical,
psychiatric
and
social
complications and their impact on Public Health.

11.6

The assessment and management of drug and misusers, including

symptoms and signs of substance use, and withdrawal phenomena.

11.7

The assessment and management of alcohol misusers, including

symptoms and signs of substance use, and withdrawal phenomena.

11.8

Culturally appropriate strategies for the prevention of drug and

alcohol abuse.

11.9

The assessment and management

behaviours and related syndromes.

11.10

Motivational Interviewing. Fundamental concepts and approaches;

general approaches; adaptations of motivational interviewing.
Page 20 of 24

of

non-substance

addictive

Page 21 of 24

12 Forensic Psychiatry
12.1 Relationship between crime and mental disorder
12.1.1 Knowledge of the range of offences committed by mentally
disordered offenders. Specific crimes and their psychiatric relevance
particularly: homicide; other crimes of violence (including
infanticide); sex offences; arson; and criminal damage.
12.1.2 The relationship between specific mental disorders and crime:
substance misuse; epilepsy; schizophrenia; bipolar affective disorder;
neuro-developmental disorders; personality disorders.
12.1.3 Special syndromes: morbid jealousy, erotomania, Munchausen and
Munchausen by proxy.
12.1.4 Mental disorders and offending in special groups: young offenders;
female offenders; offenders from ethnic minorities; offenders who are
deaf or have other physical disabilities.
12.1.5 Effect of victimisation and vulnerability: anxiety states including
post-traumatic stress disorder; suggestibility; anger and aggressive
behaviour. Effect of compensation on presentation.
12.2 Psychiatry and the criminal justice system
12.2.1 The role of the psychiatrist is the assessment of mentally disordered
offenders: during arrest; prior to conviction; prior to sentencing.
12.2.2 Psychiatric defences: Fitness to plead; mutism and deafness;
criminal responsibility; diminished responsibility; amnesia and
automatism.
12.2.3 Psychiatric disposals following conviction.
12.2.4 Skills to write a court report in relation to a criminal case.
12.2.5 Skills to provide oral evidence in court as an expert witness and as
a professional witness.
12.3 Practicing psychiatry in a secure setting
12.3.1
The role of security in a therapeutic environment.
12.3.2
The essential components of a forensic service and the specific
patient needs and disabilities that can be assisted by such a service
provision
12.3.3 Knowledge of the prevalence of psychiatric disorder in prison
populations, suicide in prisoners, psychiatric treatment in prison
settings.
12.5.3 Risk management planning in forensic psychiatric practice
12.5.4 Managing mentally disordered offenders discharged into the
community
12.4 Human rights legislation as it effects patients and psychiatric
practice.

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13 Learning Disability
The topics suggested should complement those topics which will be covered in
other areas of psychiatry, particularly neuropsychiatry and child psychiatry.
13.1 Services
13.1.1 Normalisation and related social theories and their influence on
service development for people with a intellectual disability The change
from an institutional to an individualised, needs led approach.
13.1.2 The provision of specialist psychiatric services for people with
intellectual disability.
13.2.1 Epidemiology
The prevalence/incidence of intellectual disability in the general
population. The prevalence/incidence of superadded behavioural,
psychiatric and other impairments within this group. The factors which
might account to the observed high rates of psychiatric behavioural
disorders in this group.
13.2.2 Aetiology
Biological causes of intellectual disability, including genetic and
environmental effects, and the clinical characteristics of reasonably
common biological conditions associated with intellectual disability such as
Down Syndrome, fragile-X syndrome and foetal alcohol syndrome
The influence of psychological and social factors on intellectual and
emotional development in people with intellectual disability, including the
concept of secondary handicap.
13.3 Clinical
13.3.1 Assessment and communication with people with intellectual
disability.
13.3.2
The presentation and diagnosis of psychiatric illness and
behavioural disorder in people with intellectual disability, including
the concept of diagnostic overshadowing
13.3.3 Psychological methods of assessment and an understanding of
psychological theories as to the cause of problem behaviours. An
understanding of relevant behavioural modification techniques.
13.3.4 The application of psychiatric methods of treatment in intellectual
disability including psychotherapy, drug treatments, behaviour
therapy and cognitive therapy.
The application of a multidisciplinary approach to the management
of mental health problems in people with intellectual disability
13.3.5
Specific syndromes and their association with particular
psychiatric or behavioural disorders (behavioural phenotypes).
13.3.6 The impact of disability on the family and the psychological
consequences of having a child with a disability.
13.3.7 The assessment, management and treatment of offenders with
Intellectual disability

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14. RESEARCH METHODS, STATISTICS, CRITICAL REVIEW

AND EVIDENCE-BASED PRACTICE
The Trainee shall demonstrate knowledge of the principles of research
methods, statistics, epidemiology and evidence-based practice. This
section is published as a separate syllabus -

Page 24 of 24