The Social Gospel and Socialism: A Comparison of the Thought of Francis Greenwood Peabody, Washington Gladden, and Walter Rauschenbusch
For American Protestants who were sensitive to the profound social disruptions associated with rapid industrialization and urbanization in the late nineteenth century, the twin discoveries of the “alienation” of the working class from Protestant churches and of a rising and vibrant socialist movement caused much consternation and anxious soul-searching. Socialism offered not only a radical critique of American political and economic institutions; it also offered the zeal, symbols, and sense of participation in a world-transforming cause often associated with Christianity itself. The religious alienation of the working class and the appeal of socialism were often causally linked in the minds of socially-conscious Protestant leaders.
Charles M. Sheldon and the Heart of the Social Gospel Movement
.........................................................................................................v INTRODUCTION..........................................................................................................................1 1. CHARLES M. SHELDON & THE HISTORY OF THE SOCIAL GOSPEL MOVEMENT: WHAT WILL HISTORIANS DO? ..............................8 2. IN HIS STEPS AND THE HEART OF SOCIAL GOSPEL THOUGHT AND PRACTICE.....................................................27 3. A GREAT NEGLECTED VOICE: LEGACIES OF THE SOCIAL GOSPEL MOVEMENT...............................................47 BIBLIOGRAPHY............................................................................................65 BIOGRAPHICAL SKETCH...............................................................................75
Child psychiatry curricula in undergraduate medical education.
OBJECTIVE
To review the literature describing the content and time allocated to undergraduate medical education curricula in child and adolescent psychiatry and make recommendations about child and adolescent psychiatry teaching goals and curricula content.


METHOD
A literature search from 1970 to February 2007 using the key words undergraduate, curriculum, teaching, education, psychiatry, child, adolescent, and medical school, was conducted using PubMed, PsycINFO, and Web of Science.


RESULTS
There is limited agreement about curricula content for undergraduate child and adolescent psychiatry teaching programs in medical schools, with a wide range of objectives identified by different programs. On average, the time allowed for teaching child and adolescent psychiatry is small. There is also great variation in the time allocated by different medical schools. In many countries, the number of child and adolescent psychiatrists with academic appointments is limited, and child and adolescent psychiatry programs are developed and taught by a small number of teaching staff at each medical school.


CONCLUSIONS
Medical schools should reconsider the relatively low priority given to teaching child and adolescent psychiatry to medical students. The child and adolescent psychiatry profession must identify clear learning goals for a longitudinal developmentally appropriate model of child and adolescent psychiatry education commencing at an undergraduate level in medical schools and continuing through residency and fellowships. There is a need to promote national and international standards for teaching in this area and to encourage stronger collaborations between teaching staff across different medical schools.