Onur Burak Dursun1, Burcu Serim Demirgören2, Cem Gökcen3, Burak Baykara4, Mustafa Gulec5, Nagihan Cevher6, Nazim Ercument Beyhun7. 1. Department of Child and Adolescent Psychiatry, Faculty of Medicine, University of Ataturk, 25240 Erzurum, Turkey. Electronic address: onurburak007@yahoo.com. 2. Manisa Mental Health Hospital, Manisa, Turkey. 3. Department of Child and Adolescent Psychiatry, Faculty of Medicine, University of Gaziantep, Gaziantep, Turkey. 4. Department of Child and Adolescent Psychiatry, Faculty of Medicine, University of Dokuz Eylül, İzmir, Turkey. 5. Department of Psychiatry, Faculty of Medicine, University of Ataturk, 25240 Erzurum, Turkey. 6. Dr. Behcet Uz Pediatric Hospital, İzmir, Turkey. 7. Department of Public Health, Faculty of Medicine, Karadeniz Technical University, Trabzon, Turkey.
Abstract
OBJECTIVE: Forensic evaluation of children is one of the most problematic areas of child and adolescent psychiatry. In this study we aimed to examine Turkish Child and adolescent psychiatrists' attitudes and problems in forensic psychiatry. METHOD: Thirty nine (80%) of all practitioners who are on their compulsory medical service programme countrywide were reached and requested to complete a questionnaire. RESULTS: 76.9% of the specialists found their education to be inadequate in dealing with practical issues. The most common reason of this inadequacy was endorsed as not receiving structured forensic evaluation training. The inadequate number or skills of health professionals from other disciplines and excessive workload were the leading factors mentioned as negatively affecting the quality of assessments. Most favoured solutions to solve current problems were reported as reorganising the residency training and curriculum of child and adolescent psychiatrists and establishing education programmes for other disciplines. CONCLUSION: The standardisation of forensic psychiatry education in child and adolescent psychiatry training and the establishment of global standards for forensic evaluation teams and processes should be considered as the first steps in enhancing the global quality of child and adolescent forensic psychiatric evaluations.
OBJECTIVE: Forensic evaluation of children is one of the most problematic areas of child and adolescent psychiatry. In this study we aimed to examine Turkish Child and adolescent psychiatrists' attitudes and problems in forensic psychiatry. METHOD: Thirty nine (80%) of all practitioners who are on their compulsory medical service programme countrywide were reached and requested to complete a questionnaire. RESULTS: 76.9% of the specialists found their education to be inadequate in dealing with practical issues. The most common reason of this inadequacy was endorsed as not receiving structured forensic evaluation training. The inadequate number or skills of health professionals from other disciplines and excessive workload were the leading factors mentioned as negatively affecting the quality of assessments. Most favoured solutions to solve current problems were reported as reorganising the residency training and curriculum of child and adolescent psychiatrists and establishing education programmes for other disciplines. CONCLUSION: The standardisation of forensic psychiatry education in child and adolescent psychiatry training and the establishment of global standards for forensic evaluation teams and processes should be considered as the first steps in enhancing the global quality of child and adolescent forensic psychiatric evaluations.