Table 6 Faculty development regarding training competencies

Support and training needs for supervisors

 Training of supervising skills

“As a supervisor, we are very well supported by our state training committee. All of us undergo supervisor training and to remain accredited must attend regular supervisor debriefs and meetings, as well as pursue relevant professional developmental opportunities.” (Oceania)

 Affiliation to a community of supervisors

“Despite the high workload with patients, I believe that we have a strong association of psychiatry with a strong subsection of CAP” (Europe)

An overall view making sense of the CAP training framework

 A reference to historical awareness and a long-term perspective

“Indonesia is a huge country with more than 250 million population, and 40% of its population consist of children and adolescents. By 2045, more than 70% of our total population will be in the productive age (15–64 years old)”. (Asia)

 Political struggles to get CAP accepted as a specialty in its own rights

“Opposition and refusal of most of academic executives of adult psychiatry to admit child psychiatry as a separate specialty. National Health authorities were not and still are not convinced that child mental health needs to be one of main their concerns and deserve specific setting.” (Oceania)

 Taking a broad whole systems-approach to address child mental health demands

“Child and adolescent mental health care needs to be approached as a wicked… complex, systemic, multi-causal, interconnected problem; needing collaborative input from multiple stakeholders with conflicting agendas; crossing organizational and disciplinary boundaries (…) These complex problems require multidimensional and integrated interventions that can only be provided within an integrated service model, connecting across contexts” (Oceania)

 Influence on recruitment of CAP trainees

“We are looking for candidates able to connect emotionally with other people, who… collaborate with a wide range of professionals.” (Europe)

Frameworks of thinking to understand CAP trainees’ pathway

 Perceptions through both a more objective and a more subjective position

“This may require a paradigm shift for the trainee… the tension with the dominant biomedical paradigm (…) perhaps more oriented toward individualistic paradigms, and (…) diagnose and medicate. There is a need then to provide CAP trainees with a sound basis in thinking about and working with the person in their relational and psychosocial context and equipping them with reasoning skills that can support this way of working when confronted by an evidence base that may be individualistic, symptom focused and de-contextualized.” (Oceania)

“They need to be trained not only as a CAP clinician (…), but also being an advocator…, case manager and collaborator with other mental health professionals to provide a better child and adolescent mental health system.” (Asia)

“They need to develop self-awareness of their own psychological processes, in order to be able to use their emotions and emotional stability to let their patients grow.” (Europe)

 The need to assume a paradigmatic shift for trainees during CAP training

“The training trajectory does not only make the trainees to transfer into a medical professional, but also often includes personal life-events, for instance having a child, becoming a parent.” (Europe)