Zumbrunnen defined liaison psychiatry as 'part of psychiatry that deals with psychiatric disorders in patients consulting in other medical specialties”.

Thus, the field of liaison psychiatry is at the interface of psychiatry and somatic medicine, as part of a more global care for the patient.

Anxiety and depressive disorders are common in primary care but insufficiently detected by the general practitioner.

The purpose of our study was to estimate the prevalence of anxiety and depressive disorders in patients consulting in primary health care centers.

This is a descriptive study in 30 consecutive subjects presenting to Manouba Primary Health Care center for a medical problem. From each participant, we collected socio-demographic data and administered the Hospital Anxiety Depression scale (HAD) as a screening tool.

Our sample consisted of 80% female and 20% male subjects. Mean age was 31 years. In our study, the prevalence of anxiety and depressive disorders, as measured by HAD, was 59% for depression and 32% for anxiety.

Although the prevalence of depression and anxiety in primary health care centers is high, these disorders are often not diagnosed. Our findings show the necessity of a specific training in mental health care for general practitioners, as well as the importance of liaison psychiatry.

Mental health is a highly stigmatized topic in Bangladesh. University students are one of the susceptible groups who are experiencing mental health problems. Different studies conducted among undergraduate student in different part of South Asia revealed that they are suffering from psychological morbidity.

This study aims to identify the major mental health problems that students face due to academic factors.

To determine the proportion of undergraduate students who are facing mental health problems and to identify factors related to academic life that are associated with mental health problems.

The study was conducted among newly admitted students who have completed one semester using cross sectional design. Simple random sampling was used to select sample. Sample size was 150. Data were collected through face to face interview using self-administered semi-structured questionnaire.

Result of the study revealed that most of the university students commonly experienced anxiety due to academic reason. Among the respondents, 24% of the students experienced both anxiety and depressive episodes. 60% students experienced anxiety, depression and panic episodes, 12% students experienced only anxiety episodes and 4% don’t have any mental episodes. The most frequently reported pressurizing academic factors were assignment & exam workload and the obligation of getting good grade.

Undergraduate university students experienced different mental episodes at different point of time due to academic pressure.

The procedure of meticulous description of the signs and symptoms of disease with ascription to localization applied was decisive to Leonhard's phenomenological approach to the classification of endogenous psychoses.

Karl Leonhard is to be honored by the Department of Psychiatry at the University of Erlangen, the starting point and character-moulder of his clinical and academic career.

Relevant Archive material as well as primary and secondary literature will be assessed.

In 1930, in his contribution to the commemorative volume on Gustav Specht (1860-1940), the first Head of Psychiatry in Erlangen, Karl Leonhard presented a very detailed description of the hallucinatory pattern of a postencephalitic patient. Leonhard practised in this the differentiation between organic and endogenous psychoses. The Psychiatric and Neurological Hospital at the University of Erlangen being an adnexe to the Erlanger asylum for the mentally ill, Leonhard was also able to become acquainted with acute and chronic stages of schizophrenia. This can be viewed as the decisive impulse for his later differentiated classification of types of schizophrenia. Leonhard took from Gustav Specht the aspect of bipolarity, which is decisive for his cycloid psychoses. The prominent importance of anxiety, which Specht promulgated, was later used by Leonhard in the description of anxiety-happiness psychosis. Leonhard's unsuccessful efforts to retain the Erlanger Chair in 1955 can be viewed as his first difficulty in West-East- and East-West German tensions.

Appropriation of Leonard's diagnostics can contribute to differentiated pharmacotherapeutic strategies in cycloid psychoses.

Induced delusional disorder (ICD-10) / Shared psychotic disorder (DSM-IV-TR) is characterized by delusional beliefs shared between 2 or more people with a close relationship. DSM-5 no longer separates delusional disorder from shared delusional disorder.

This case report aims to describe and discuss a case of shared delusional beliefs, providing an updated review on this disorder and other related conditions.

A psychiatric interview of a patient and a friend involved in the same delusional belief system was undertaken. A review of the literature namely in PubMed data base and Google Scholar with the key words 'Folie a deux/quatre”, 'induced delusional disorder” and 'shared psychotic disorder” was also conducted.

Case study of a 32-year-old woman with normal functioning assessed in the emergency room with the initial complaint of insomnia, in the context of a family conflict. During the clinical interview, grandiose delusional beliefs regarding angels and of self reference were elicited. These beliefs were found to be shared between the patient, a friend, a brother and a cousin. A clinical report and a diagnostic discussion were made, based on a bibliographic review.

Shared psychotic disorder is an uncommon variant of delusional disorder. Genetic and psychological factors may play an etiological role. This particular case involved 4 people, 3 family members and a close friend. Shared psychotic disorder is a diagnosis in transition, this report allows an update on changes brought in by DSM-5.

Temperament is viewed here as biologically based individual differences. These differences are consistent through situations and are observable not only in humans, but also in animals and very young children, i.e. in pre-cultural individuals. Temperament therefore cannot be called 'personality”, contrary to common beliefs since 'personality” refers to culturally based phenomena. Temperament and mental illnesses are considered to be varying degrees along the same continuum of imbalance in the neurophysiological regulation of behavior. Temperament traits are linked to specific patterns in the relationships between neurotransmitters and activation of certain brain structures. Similar links were found between neurotransmitters, brain structures, and mental disorders.

To describe the neurochemical systems underlying adult temperament traits and mental disorders.

Findings in neurochemistry, neuropsychology, differential psychology and psychopathology will be compared to the traits described as temperament within the perspective of the neurochemical Functional Ensembleof Temperament (FET) model.

Neurochemical correlates for each trait are reviewed and compared against symptoms of psychiatric illnesses. The role of biogenic amine systems (serotonin, dopamine, noradrenalin), GABA/glutamate, neuropeptide and opioid receptor systems are linked to regulation of specific dynamical properties of behavior. Several insights for the structure of the classification of mental disorders from the perspective of the FET model are proposed.

An integration of research in neurochemistry and psychopathology of behavior with differential psychology based on healthy samples can bring new insights for classification of mental disorders.

Health professionals play important roles in teaching, promoting and changing harmful behaviors to the individual’s health, such as smoking. Educational institutions are responsible for the curricula contents promoting these roles.

to characterize first year students from Nursing and Psychology Masters in: tobacco use prevalence, attitudes, exposure to smoking environments and training about tobacco; compare the two courses in these variables, exploring particularly if education about tobacco is associated with a lower/higher prevalence of tobacco use, to cessation behaviors and different attitudes towards tobacco.

116 students from Nursing (n = 59; 50,86%) and Psychology Master (n = 57; 49,14%), with mean ages, respectively, of 23,6 (SD = 4,89) and 29,7 (SD = 10,40) filled in the Global Health Professional Survey.

In both courses the majority had already experienced smoking (Psychology, 86,0%; Nursing, 88,1%), having initiated consumption between 11 and 15 years (Psychology, 43,9%; Nursing, 32,9%). There were no differences concerning training, but the proportion of students who claimed that the school regulation “prohibits smoking", to have learned the approach to be used for smoking cessation, the importance of tobacco registration and of providing support materials to assist patients in ceasing consumption, was higher in the Nursing course.

There does not seem to exist differences regarding consumption, attitudes, exposure to smoking environments and training between the two courses, but the curriculum or way it is taught in the Nursing course seems to accentuate the role that nurses might have as professionals in the cessation of consumption behaviors.

In 2010, the WHO called for innovative strategies to strengthen global health workers and develop an action framework on interprofessional education and collaborative practice. Studies consistently demonstrate health care delivered by teams working together improves quality, patient outcomes, patient satisfaction, efficiency, and job satisfaction. There is no place more evident for the need for collaboration than mental illness as it comprises the greatest burden of all illness worldwide due to its relationship to overall health, productivity, and longevity.

The purpose of the study was to explore the experiences of students, faculty, field supervisors, and preceptors in graduate psychiatric-mental health nursing and social work involved in an IPE course and clinical practica on co-occurring disorders.

In-depth interviews were conducted to understand how graduate level professionals learn from and with each other.

Participants grew to have a broader perspective of approaches to patient care through understanding discipline specific strengths and knowledge and by letting go of assumptions about the skills and scope of practice of the other professional group. Students who had prior practice experience in mental health settings were able to engage more in the course and described a richer learning experience in the course and practica settings than students who had less experience.

IPE courses facilitate understanding of each discipline’s theoretical underpinnings and how disciplines function and engage as a team in practice settings. Increasing the number of courses and practica opportunities in graduate programs and inclusion of more health professions disciplines is warranted.

AIDS – a global problem, a global challengeand response. In the absence of medical defences against AIDS, a mass educationand counselling services are main weapons in the fight against HIV/ AIDS in adeveloping country like India. I.C.M.R and WHO suggests that more than onebillion of Indian population are HIV – Positive (0.7%) with 3.9 millionpositive cases. One of the key components in strategy to prevent HIV –infection and to provide care to the persons with AIDS in counselling. It is anclient centred interpersonal therapy.

Counsellingcan be useful to seropositive persons, AIDS- victims and their family members. Counselling helps in community awareness, to establish legal and human rightsof the AIDS patients and to overcome stigma and prejudices.

144 HIV –seropositive patients were referred to the Dishari Counselling Centre. Casehistories and clinical along with psychological evaluation was done. G.A.F andB.P.R.S were used. Individual and group counselling done according to the needfor 3 months. 16 HIV patients used to attend Medical College regularly alongwith counselling.

GAS andBPRS shows 30% improvement. Detailed result will be discussed in presentation.

In a developing country like India, with secondhighest population, counselling is important method to increase self – relianceand self esteem of HIV – Positive persons. It helps the seropositive and HIVpatients to understand the necessity of protecting themselves and familymembers.

Quality of life reflects comprehensive personal satisfaction with life. It represents subjective experience of individuals, which undoubtedly depends on objective circumstances of life. There are several studies dealing with quality of life within student population. Such studies provide important information considering the fact that students reprsnt the healthy part of the population.

The goal of this study was to register and compare parameters of subjective perception of QOL in medical students and students of humanities.

Study involved 200 students of Sarajevo University, 100 medical and 100 students of humanities. MANSA questionnaire was used to assess QOL.

Statistically significant differences between the groups was found in repeated years of study, quality of teaching and professor-student relationship, sex life, finances and psychological wellbeing. No significant difference was found in satisfaction with life in general, number and quality of friendships, leisure time, accommodation, family relationships, health, and tobacco and PAS use. There was no difference in general assessment of QOL between the groups. Also both groups of students were satisfied with their current QOL.

Although no significant differences were found between groups, results reflect less satisfaction with quality of teaching and repeated study years in medical students. Clearly, study of medicine is a long and difficult process, and it should be a common goal for all involved in educating future physicians to contribute, in order to create professional and competent doctors, able to take care of quality of their own lives and the lives of their patients

In Latin American countries the University Entrance occurs before 17 years of age, in adolescence. The literature proposes some tasks of this stage as the search for identity and definition of the plan of life (Casullo & Fernández – Liporace, 2001). This stage is characterized by changes that may lead to stress (Frydenberg & Lewis, 1991) and strategies and styles should be deployed to deal with situations surpluses. The aim of this paper is to explore the relationship between coping and anxiety in young university students.

The total sample consisted of n = 216 university students (53.2% female, n = 115, 46.8% male, n = 101; between 16 and 18 years of age: m = 17.32, SD = 0, 70). The subjects answered the ACS (Frydenberg, 1997) which assesses coping in young people and the AMAS-E (Reynolds, Richmond & Lowe, 2007) assessing anxiety. The design was correlational; the data were analyzed using SPSS 21.0 statistical program.

Results showed that use style Troubleshooting reduces the anxiety, the tendency of these two variables is negative (P = 0.01). Implement the style Relating to Others it will decrease the anxiety. The tendency of both variables is negative and statistically significant (P> 0.05). Stress in young people increases as gets underway unproductive type (P = 0.00). The results are consistent with the literature that suggests that late adolescents in academic challenges cause such hardship

In the development of human development, death is part and simultaneously point toward which converge all previous phases. To die is to achieve the full development of existence. Every living organism dies. But only humans can reflect on that dimension of life. Despite being ordered life to death and the human being equipped to rationalize, understand and mean it, culturally death was banned from ruminations and away to the thought; though not always and not everywhere has been so.

Interdisciplinary research in articles published in journals and works in the fields of Psychiatry, Psychology, Theology and Thanatology, as well as the literature review Concerning the resolution of mourning resilience through.

To investigate the relevance of the inclusion of the discipline of thanatology and education for death in the curriculum of grades of mental and physical health sciences.

Based on the research conducted, we present the need for education for death and the meaning of life, the training of health professionals, and the incorporation of the discipline of thanatology curriculum graduations of Medicine and Psychology.

Thanatology is the scientific research on death and dying; contemplates the polysemy of daily losses, and proposes a semiotic exercise about the symbolic deaths; being a tool for the preparation of health professionals for anthropological conflict that arises from contact and living with terminal illness.

Psychiatry is a multidisciplinary practice with professionals from diverse backgrounds and training contributing to holistic management plan. Despite, this long established model, and policy support to develop education consortia integral to service planing across, health and social care boundaries, there exists no regular model in modern day clinical practice to share knowledge, skills and expertise amongst different professional groups in a structured manner.

In this context, we developed a Combined Educational Activity (CEA) programme amongst various disciplines. Professionals including Nurses, Doctors, Occupational Therapists, Psychologists, Pharmacists and Support Workers were invited to meet once a fortnight during an extended hand over session of one hour to openly share their knowledge and expertise on complex clinical cases and other relevant topics in the fashion of clinical senate.

After three months a survey was undertaken – A Likert questionnaire was distributed amongst the attendees to collect feedback on the content, structure, utility and criticism of the programme. The results of the survey are outlined in detail.

It was perceived that the Combined Educational Activity (CEA) was effective in sharing knowledge and expertise between professionals and also to reduce negative prejudices against various disciplines and appreciate better each member’s contributions to the overall clinical care. There was overall positive feedback about the programme and each member felt valued for their contribution in their clinical role. Further, it also helped We feel replicating and refining this model across teams would be beneficial in overall clinical care and staff morale in multidisciplinary practice.

There’s a renewed focus on physical health for people with mental health conditions. In Yorkshire & Humber, a team were tasked with improving patient safety, outcomes and experiences through training and simulation.

Recognising and Assessing Medical Problems in Psychiatric Settings (RAMPPS) provides opportunities to assess and manage deteriorations in physical health in a safe environment, where learner needs are paramount. It reflects the way situations unfold in real life with Health Care Assistants, Nurses and Psychiatric Trainees working together.

RAMPPS aims to improve effective communication, clinical, safety and collaborative skills.

Scenarios test technical competencies around measurement and interpretation of observations, communication, handover of information and team dynamics.

Scenarios are based upon real-life incidents from psychiatric inpatient wards. Using high-fidelity manikins, part-task trainers, remote simulation technology and standardised patient-actors, we produced simulations akin to real-life.

The RAMPPS course can be run in various ways:

• -Large simulation centres with scenarios running concurrently

• -Smaller simulation centres with live video

• -In-situ with equipment taken to a ward

Confidence in competencies forms the core of paired pre- and post-course questionnaires; delegates act as their own control.

Chi-square analysis of results shows a significant increase in confidence for doctors, nurses and health care assistants in core competency areas including communication, collaboration, clinical skills and organisational aspects of care.

RAMPPS is an effective and new way to incorporate effective simulation training in psychiatry. It can be adapted to the arrangement of the localities whilst retaining its core principles.

There’s a renewed focus on physical health for people with mental health conditions. In Yorkshire & Humber, a team were tasked with improving patient safety, outcomes and experiences through training and simulation.

Recognising and Assessing Medical Problems in Psychiatric Settings (RAMPPS) provides opportunities to assess and manage deteriorations in physical health in a safe environment, where learner needs are paramount. It reflects the way situations unfold in real life with Health Care Assistants, Nurses and Psychiatric Trainees working together.

RAMPPS aims to improve effective communication, clinical, safety and collaborative skills.

Scenarios test technical competencies around measurement and interpretation of observations, communication, handover of information and team dynamics.

Scenarios are based upon real-life incidents from psychiatric inpatient wards. Using high-fidelity manikins, part-task trainers, remote simulation technology and standardised patient-actors, we produced simulations akin to real-life.

The RAMPPS course can be run in various ways:

• -Large simulation centres with scenarios running concurrently

• -Smaller simulation centres with live video

• -In-situ with equipment taken to a ward

Confidence in competencies forms the core of paired pre- and post-course questionnaires; delegates act as their own control.

Chi-square analysis of results shows a significant increase in confidence for doctors, nurses and health care assistants in core competency areas including communication, collaboration, clinical skills and organisational aspects of care.

RAMPPS is an effective and new way to incorporate effective simulation training in psychiatry. It can be adapted to the arrangement of the localities whilst retaining its core principles.

Residency is a crucial period in the medical education continuum. Studies have shown the importance of a good developmental relationship (mentoring) as a key factor for professional success in medicine. Israeli organizational culture at academic health centers does not support a formal mentoring program.

This study is part of a research program aimed at improving residency in Israel by understanding the characteristics of Israeli residents.

Identify the personal, academic and organizational qualities perceived by Israeli residents to be most important in a mentor.

Israeli psychiatric residents were asked to complete 2 anonymous questionnaires that assess the relative importance of qualities for a good mentor on a five-point Likert scale: the 34-item Ideal Mentor Scale(IMS) and the 40-item Qualities of a Good Mentor Scale (QGMS).

A total of 63 residents from 13 programs completed the questionnaires. In the IMS most emphasis was on the Integrity subscale representing a mentoring style that embodies respectfulness, empowers to make deliberate, conscious choices, exhibits virtue and principled action and is worthy of emulation as a role model over an academic guide, supervisor, researcher or friend. This tendency was marked in centrally located training programs over peripheral ones. QGMS shows this tendency increase the more years the resident in residency.

The Israeli resident seems to need a nurturing parental mentor, someone to believe in him and see his unique potential over an academic mentor promoting research. This tendency is discussed as a part of the historical change in medical education.

The European Federation of Psychiatric Trainees (EFPT) brings together trainee organisations from across Europe. Founded in 1993, the Federation now has over thirty member nations. The EFPT conducts transnational research, orchestrates an exchange programme, promotes recruitment and helps establish new national trainee organisations.

To deliver a Europe-wide forum for psychiatric trainee organisations to collaborate effectively.

1. 1) Evaluate 2014 Forum

2. 2) Identify ways to improve

The fulcrum of the EFPT's activities is the annual Forum, which brings together representatives of member organisations for five days of work, fun and intercultural learning. In 2014 the Forum took place in London. A local organising committee was established to develop the programme. Funding was obtained from various sources, including the Royal College of Psychiatrists and Maudsley Charity. The programme included site visits, by country reports, working group sessions and finally the Annual General Meeting. A survey was sent to all delegates to evaluate the Forum.

85% of delegates who responded rated the Forum very good or excellent. 70% said that the inspiration to improve training in their own countries was very good or excellent. Free-form responses identified friendly interactions with colleagues from different countries, international networking and the scientific content as highlights. Suggested improvements included writing up country reports and providing a toolkit to prepare potential delegates.

The EFPT provides a mechanism for communication between national trainee organisations. Trainees highly value the opportunity afforded by the annual Forum to network with colleagues in an inspiring atmosphere of mutual collaboration.