@article{WeckKaufmannWitthoeft2017,
  author    = {Weck, Florian and Kaufmann, Yvonne Marie and Witth{\"o}ft, Michael},
  title     = {Topics and techniques in clinical supervision in psychotherapy training},
  series = {Cognitive Behaviour Therapist},
  volume    = {10},
  journal   = {Cognitive Behaviour Therapist},
  publisher = {Cambridge University Press},
  address   = {Cambridge},
  issn      = {1754-470X},
  doi       = {10.1017/S1754470X17000046},
  pages     = {17},
  year      = {2017},
  abstract  = {Clinical supervision is regarded as one of the most important components of psychotherapy training. In clinical practice, it has been found that the implementation of clinical supervision varies substantially and often differs from the recommendations made in the literature. The objective of the current study was to investigate the frequency of topics (e.g. ethical issues) and techniques (e.g. role play) in the clinical supervision of psychotherapy trainees in Germany. To this end, we considered supervisions in cognitive behavioural therapy (CBT) and psychodynamic therapy (PT). A total of 791 psychotherapy trainees (533 CBT and 242 PT) were asked via the internet to provide information about their current supervision sessions. We found that clinical supervision in psychotherapy training addressed topics that are central for the effective treatment of supervised patients (i.e. therapeutic interventions, therapeutic alliance, maintaining factors, and therapeutic goals). However, the most frequently used intervention in clinical supervision in psychotherapy training was case discussion. Rarely were techniques used that allowed the supervisor to give the supervisee feedback based on the supervisee's demonstrated competencies. For example, 46\% of the supervisors never used audiotapes or videotapes in the supervision. Differences between CBT and PT were rather small. Current practice regarding the techniques used in clinical supervision for psychotherapy trainees contradicts recommendations for active and feedback-oriented clinical supervision. Thus the potential of clinical supervision might not be fully used in clinical practice.},
  language  = {en}
}
@article{ProbstJakobKaufmannetal.2018,
  author    = {Probst, Thomas and Jakob, Marion and Kaufmann, Yvonne Marie and M{\"u}ller-Neng, Julia M. B. and Bohus, Martin and Weck, Florian},
  title     = {Patients' and therapists' experiences of general change mechanisms during bug-in-the-eye and delayed video-based supervised cognitive-behavioral therapy},
  series = {Journal of clinical psychology},
  volume    = {74},
  journal   = {Journal of clinical psychology},
  number    = {4},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0021-9762},
  doi       = {10.1002/jclp.22519},
  pages     = {509 -- 522},
  year      = {2018},
  abstract  = {ObjectiveThis secondary analysis of a randomized controlled trial investigated whether bug-in-the-eye (BITE) supervision (live computer-based supervision during a psychotherapy session) affects the manner in which patients and therapists experience general change mechanisms (GCMs) during cognitive-behavioral therapy (CBT). MethodA total of 23 therapists were randomized either to the BITE condition or the control condition (delayed video-based [DVB] supervision). After each session, both patients (BITE: n=19; DVB: n=23) and therapists (BITE: n=11; DVB: n=12) completed the Helping Alliance Questionnaire (HAQ) and the Bernese Post Session Report (BPSR). The HAQ total score and the 3 secondary factors of the BPSR (interpersonal experiences, intrapersonal experiences, problem actuation) functioned as GCMs. Multilevel models were performed. ResultsFor patients, GCMs did not develop differently between BITE and DVB during CBT. Therapists rated the alliance as well as interpersonal and intrapersonal experiences not significantly different between BITE and DVB during CBT, but they perceived problem actuation to increase significantly more in BITE than in DVB (p<.05). ConclusionBITE supervision might be helpful in encouraging CBT therapists to apply interventions, which focus on the activation of relevant problems and related emotions.},
  language  = {en}
}
@article{KaufmannMaiwaldSchindleretal.2017,
  author    = {Kaufmann, Yvonne Marie and Maiwald, Lisa Marie and Schindler, Svenja and Weck, Florian},
  title     = {Wie wirkt sich mehrmaliges Kompetenz-Feedback auf psychotherapeutische Behandlungen aus?},
  series = {Zeitschrift f{\"u}r klinische Psychologie und Psychotherapie : Forschung und Praxis},
  volume    = {46},
  journal   = {Zeitschrift f{\"u}r klinische Psychologie und Psychotherapie : Forschung und Praxis},
  number    = {2},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  issn      = {1616-3443},
  doi       = {10.1026/1616-3443/a000412},
  pages     = {96 -- 106},
  year      = {2017},
  abstract  = {Theoretischer Hintergrund: Einfl{\"u}sse von therapeutenorientiertem Kompetenz-Feedback in der Psychotherapieausbildung wurden bislang wenig untersucht. Fragestellung: Wie gehen Ausbildungstherapeuten mit Feedback um? Welchen Einfluss hat ein regelm{\"a}ßiges Kompetenz-Feedback auf die Qualit{\"a}t psychotherapeutischer Behandlungen (insbesondere Therapiesitzungen, therapeutische Beziehung, Person des Therapeuten, Supervision)? Methode: Elf Therapeuten wurden mithilfe eines halbstrukturierten Interviewleitfadens befragt. Die Auswertung erfolgte mittels qualitativer Inhaltsanalyse nach Mayring (2015). Ergebnisse: Das auf Basis der Interviews erstellte Kategoriensystem umfasste die Kategorien „Erwartungen an das Feedback", „Wahrnehmung des Feedbacks", „Verarbeitung von und Umgang mit Feedback", „Folgen, Auswirkungen und Ver{\"a}nderungen durch Feedback" sowie „Verbesserungsw{\"u}nsche". Schlussfolgerungen: Therapeuten streben eine Umsetzung des Feedbacks an, welches sich auf die Behandlung, die Supervision, die eigene Person und die therapeutische Beziehung auswirkt.},
  language  = {de}
}