@misc{KuehneHeinzeWeck2020, author = {K{\"u}hne, Franziska and Heinze, Peter Eric and Weck, Florian}, title = {What do laypersons believe characterises a competent psychotherapist?}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {3}, issn = {1866-8364}, doi = {10.25932/publishup-54430}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-544304}, pages = {14}, year = {2020}, abstract = {Aim Although research and clinical definitions of psychotherapeutic competence have been proposed, less is known about the layperson perspective. The aim was to explore the views of individuals with different levels of psychotherapy experience regarding what-in their views-constitutes a competent therapist. Method In an online survey, 375 persons (64\% female, mean age 33.24 years) with no experience, with professional experience, or with personal pre-experience with psychotherapy participated. To provide low-threshold questions, we first presented two qualitative items (i.e. "In your opinion, what makes a good/competent psychotherapist?"; "How do you recognize that a psychotherapist is not competent?") and analysed them using inductive content analysis techniques (Mayring, 2014). Then, we gave participants a 16-item questionnaire including items from previous surveys and from the literature and analysed them descriptively. Results Work-relatedprinciples, professionalism, personalitycharacteristics, caringcommunication, empathy and understandingwere important categories of competence. Concerning the quantitative questions, most participants agreed with items indicating that a therapist should be open, listen well, show empathy and behave responsibly. Conclusion Investigating layperson perspectives suggested that effective and professional interpersonal behaviour of therapists plays a central role in the public's perception of psychotherapy.}, language = {en} } @article{HahnWeckWitthoeftetal.2022, author = {Hahn, Daniela and Weck, Florian and Witth{\"o}ft, Michael and Maiwald, Lisa Marie and Foral, Annika and K{\"u}hne, Franziska}, title = {Wie erleben Psychotherapeut_innen in Ausbildung ihre Selbsterfahrung?}, series = {Zeitschrift f{\"u}r Klinische Psychologie und Psychotherapie}, volume = {50}, journal = {Zeitschrift f{\"u}r Klinische Psychologie und Psychotherapie}, number = {2}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {1616-3443}, doi = {10.1026/1616-3443/a000626}, pages = {78 -- 89}, year = {2022}, abstract = {Background: Self-experiential work is a central component of psychotherapy training. However, research on this matter has not received a lot of attention. Objective: This study explores the conditions and effects of helpful self-experiential work. Method: We interviewed 14 psychotherapists in training using a semistructured interview guide and applied qualitative content analysis according to Mayring (2015). Results: Different characteristics were associated with helpful self-experiential work: characteristics of the instructor (e. g., implementation skills), organization, willingness of the trainees to learn, topics and methods applied, and a sustainable working atmosphere. Among the positive effects reported was the promotion of the trainees' interpersonal competencies. Furthermore, we found some side effects and negative impact (e. g.. exhaustion). Conclusions: We were able to extract conditions that can guide the execution of helpful self-experiential work and the effects of self-experiential work from the perspective of the trainees.}, language = {de} } @article{SamaanSauerMuelleretal.2020, author = {Samaan, Mareike and Sauer, Elena and M{\"u}ller, Marie and Fydrich, Thomas and Diefenbacher, Albert and Burian, Ronald and Schade, Christoph and Weck, Florian}, title = {Entwicklung und Validierung von Skalen zur Erfassung der Adh{\"a}renz im transdiagnostischen Gruppensetting f{\"u}r ACT und KVT}, series = {Zeitschrift f{\"u}r klinische Psychologie und Psychotherapie : Forschung und Praxis}, volume = {49}, journal = {Zeitschrift f{\"u}r klinische Psychologie und Psychotherapie : Forschung und Praxis}, number = {1}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {1616-3443}, doi = {10.1026/1616-3443/a000566}, pages = {63 -- 71}, year = {2020}, abstract = {Zusammenfassung Theoretischer Hintergrund: Therapeutische Adh{\"a}renz ist eine zentrale Voraussetzung zur Sicherung der Validit{\"a}t von Psychotherapiestudien. Bisher existieren im deutschsprachigen Raum keine Skalen zur Erfassung der Adh{\"a}renz im Bereich der Akzeptanz- und Commitmenttherapie (ACT). Fragestellung: Ziel war es, Skalen zur Erfassung der Adh{\"a}renz von Therapeut_innen f{\"u}r ACT und der Kognitiven Verhaltenstherapie (KVT) zu entwickeln und deren G{\"u}tekriterien zu {\"u}berpr{\"u}fen. Methode Die Validierung der Adh{\"a}renzskalen basierte auf n=38 ACT- und n=31 KVT-Gruppentherapiesitzungen zur Behandlung von depressiven und gemischten St{\"o}rungsbildern. Die Adh{\"a}renz wurde durch zwei Rater_innen anhand von Audioaufzeichnungen bewertet. Ergebnisse: Sowohl f{\"u}r die ACT-Adh{\"a}renzskala (ICC=.96) als auch f{\"u}r die KVT-Adh{\"a}renzskala (ICC=.98) konnten hohe Interraterreliabilit{\"a}ten erreicht werden. Die konvergente Validit{\"a}t konnte anhand einer negativen Korrelation zwischen den beiden Skalen sichergestellt werden (r=-.95). Schlussfolgerungen Beide Adh{\"a}renzskalen bieten eine erste M{\"o}glichkeit, um manualgetreues Therapeut_innenverhalten in ACT- und KVT-Gruppentherapien f{\"u}r Patient_innen mit gemischten St{\"o}rungsbildern zu erfassen. Zudem geben die Ergebnisse einen Hinweis darauf, dass sich die beiden Methoden voneinander differenzieren lassen.}, language = {de} } @article{HahnWeckWitthoeftetal.2021, author = {Hahn, Daniela and Weck, Florian and Witth{\"o}ft, Michael and K{\"u}hne, Franziska}, title = {Assessment of counseling self-efficacy}, series = {Frontiers in psychology / Frontiers Research Foundation}, volume = {12}, journal = {Frontiers in psychology / Frontiers Research Foundation}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2021.780088}, pages = {10}, year = {2021}, abstract = {Background: Many authors regard counseling self-efficacy (CSE) as important in therapist development and training. The purpose of this study was to examine the factor structure, reliability, and validity of the German version of the Counselor Activity Self-Efficacy Scales-Revised (CASES-R). Method: The sample consisted of 670 German psychotherapy trainees, who completed an online survey. We examined the factor structure by applying exploratory and confirmatory factor analysis to the instrument as a whole. Results: A bifactor-exploratory structural equation modeling model with one general and five specific factors provided the best fit to the data. Omega hierarchical coefficients indicated optimal reliability for the general factor, acceptable reliability for the Action Skills-Revised (AS-R) factor, and insufficient estimates for the remaining factors. The CASES-R scales yielded significant correlations with related measures, but also with therapeutic orientations. Conclusion: We found support for the reliability and validity of the German CASES-R. However, the subdomains (except AS-R) should be interpreted with caution, and we do not recommend the CASES-R for comparisons between psychotherapeutic orientations.}, language = {en} } @article{WeckJungaKliegletal.2021, author = {Weck, Florian and Junga, Yvonne Marie and Kliegl, Reinhold and Hahn, Daniela and Brucker, Katharina and Witth{\"o}ft, Michael}, title = {Effects of competence feedback on therapist competence and patient outcome}, series = {Journal of consulting and clinical psychology}, volume = {89}, journal = {Journal of consulting and clinical psychology}, number = {11}, publisher = {American Psychological Association}, address = {Washington}, issn = {0022-006X}, doi = {10.1037/ccp0000686}, pages = {885 -- 897}, year = {2021}, abstract = {Objective: Therapist competence is considered essential for the success of psychotherapy. Feedback is an intervention which has the potential to improve therapist competence. The present study investigated whether competence feedback leads to an improvement of therapist competence and patient outcome. Method: Sixty-seven master-level clinical trainees were randomly assigned to either a competence feedback group (CFG) or a control group (CG). Patients with a diagnosis of major depression (N = 114) were randomly assigned to CFG or CG. Treatment included 20 individual sessions of cognitive behavioral therapy (CBT). In CFG, therapists received, parallel to the treatment, five competence feedbacks, based on videotaped therapy sessions. Independent raters assessed therapist competence with the Cognitive Therapy Scale (CTS) and provided the competence feedback. Patient outcome was evaluated with the Beck Depression Inventory-II (BDI-II) and therapeutic alliance (Helping Alliance Questionnaire [HAQ]) from both therapist's (HAQ-T) and patient's (HAQ-P) perspective were evaluated after each of the 20 sessions. Results: (a) Therapist competence (CTS) increased significantly more for CFG than CG. (b) Depression (BDI-II) decreased significantly across sessions for both groups, but without evidence for a group-differential benefit for the CFG. (c) Therapeutic alliance (HAQ-T/P) increased significantly across sessions for both groups from both perspectives, but without group differences. (d) There is a positive effect of BDI-II on CTS at the beginning and a negative effect of CTS on BDI-II at the end of therapy. Conclusion: Competence feedback improves therapists' independently rated competence, but there is no evidence that competence feedback in CBT leads to better outcome. What is the public health significance of this article? This study suggests the substantial value of systematic competence feedback for improving therapist competence in the psychotherapy of depression. No significant effect of competence feedback on the reduction of reported depressive symptoms was found.}, language = {en} } @article{KuehneMeisterMaassetal.2019, author = {K{\"u}hne, Franziska and Meister, Ramona and Maass, Ulrike and Paunov, Tatjana and Weck, Florian}, title = {How reliable are therapeutic competence ratings?}, series = {Cognitive therapy and research}, volume = {44}, journal = {Cognitive therapy and research}, number = {2}, publisher = {Springer}, address = {New York}, issn = {0147-5916}, doi = {10.1007/s10608-019-10056-5}, pages = {241 -- 257}, year = {2019}, abstract = {Assessments of psychotherapeutic competencies play a crucial role in research and training. However, research on the reliability and validity of such assessments is sparse. This study aimed to provide an overview of the current evidence and to provide an average interrater reliability (IRR) of psychotherapeutic competence ratings. A systematic review was conducted, and 20 studies reported in 32 publications were collected. These 20 studies were included in a narrative synthesis, and 20 coefficients were entered into the meta-analysis. Most primary studies referred to cognitive-behavioral therapies and the treatment of depression, used the Cognitive Therapy Scale, based ratings on videos, and trained the raters. Our meta-analysis revealed a pooled ICC of 0.82, but at the same time severe heterogeneity. The evidence map highlighted a variety of variables related to competence assessments. Further aspects influencing the reliability of competence ratings and regarding the considerable heterogeneity are discussed in detail throughout the manuscript.}, language = {en} } @article{AyBrysonWeckHeinzeetal.2020, author = {Ay-Bryson, Destina Sevde and Weck, Florian and Heinze, Peter Eric and Lang, Thomas and K{\"u}hne, Franziska}, title = {Can psychotherapy trainees distinguish standardized patients from real patients?}, series = {Zeitschrift f{\"u}r Klinische Psychologie und Psychotherapie}, volume = {49}, journal = {Zeitschrift f{\"u}r Klinische Psychologie und Psychotherapie}, number = {3}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {1616-3443}, doi = {10.1026/1616-3443/a000594}, pages = {182 -- 190}, year = {2020}, abstract = {Background: Under the new psychotherapy law in Germany, standardized patients (SPs) are to become a standard component inpsychotherapy training, even though little is known about their authenticity.Objective:The present pilot study explored whether, followingan exhaustive two-day SP training, psychotherapy trainees can distinguish SPs from real patients. Methods: Twenty-eight psychotherapytrainees (M= 28.54 years of age,SD= 3.19) participated as blind raters. They evaluated six video-recorded therapy segments of trained SPsand real patients using the Authenticity of Patient Demonstrations Scale. Results: The authenticity scores of real patients and SPs did notdiffer (p= .43). The descriptive results indicated that the highest score of authenticity was given to an SP. Further, the real patients did notdiffer significantly from the SPs concerning perceived impairment (p= .33) and the likelihood of being a real patient (p= .52). Conclusions: The current results suggest that psychotherapy trainees were unable to distinguish the SPs from real patients. We therefore stronglyrecommend incorporating training SPs before application. Limitations and future research directions are discussed.}, language = {en} } @article{HeinzeWeckHahnetal.2022, author = {Heinze, Peter Eric and Weck, Florian and Hahn, Daniela and K{\"u}hne, Franziska}, title = {Differences in psychotherapy preferences between psychotherapy trainees and laypeople}, series = {Psychotherapy research : the official journal of the Society for Psychotherapy Research}, volume = {33}, journal = {Psychotherapy research : the official journal of the Society for Psychotherapy Research}, number = {3}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1050-3307}, doi = {10.1080/10503307.2022.2098076}, pages = {374 -- 386}, year = {2022}, abstract = {Objective: Despite increasing research on psychotherapy preferences, the preferences of psychotherapy trainees are largely unknown. Moreover, differences in preferences between trainees and their patients could (a) hinder symptom improvement and therapy success for patients and (b) represent significant obstacles in the early career and development of future therapists. Method: We compared the preferences of n = 466 psychotherapy trainees to those of n = 969 laypersons using the Cooper-Norcross Inventory of Preferences. Moreover, we compared preferences between trainees in cognitive-behavioural therapy (CBT) and psychodynamic trainees. Results: We found significant differences between both samples in 13 of 18 items, and three of four subscales. Psychotherapy trainees preferred less therapist directiveness (d = 0.58), more emotional intensity (d = 0.74), as well as more focused challenge (d = 0.35) than laypeople. CBT trainees preferred more therapist directiveness (d = 2.00), less emotional intensity (d = 0.51), more present orientation (d = 0.76) and more focused challenge (d = 0.33) than trainees in psychodynamic/psychoanalytic therapy. Conclusion: Overall, the results underline the importance of implementing preference assessment and discussion during psychotherapy training. Moreover, therapists of different orientations seem to cover a large range of preferences for patients, in order to choose the right fit.}, language = {en} } @misc{MaassKuehneHeinzeetal.2022, author = {Maaß, Ulrike and K{\"u}hne, Franziska and Heinze, Peter Eric and Ay-Bryson, Destina Sevde and Weck, Florian}, title = {The concise measurement of clinical communication skills}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {820}, issn = {1866-8364}, doi = {10.25932/publishup-58264}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-582642}, pages = {10}, year = {2022}, abstract = {Objective: There is a lack of brief rating scales for the reliable assessment of psychotherapeutic skills, which do not require intensive rater training and/or a high level of expertise. Thus, the objective is to validate a 14-item version of the Clinical Communication Skills Scale (CCSS-S). Methods: Using a sample of N = 690 video-based ratings of role-plays with simulated patients, we calculated a confirmatory factor analysis and an exploratory structural equation modeling (ESEM), assessed convergent validities, determined inter-rater reliabilities and compared these with those who were either psychology students, advanced psychotherapy trainees, or experts. Results: Correlations with other competence rating scales were high (rs > 0.86-0.89). The intraclass correlations ranged between moderate and good [ICC(2,2) = 0.65-0.80], with student raters yielding the lowest scores. The one-factor model only marginally replicated the data, but the internal consistencies were excellent (α = 0.91-95). The ESEM yielded a two-factor solution (Collaboration and Structuring and Exploration Skills). Conclusion: The CCSS-S is a brief and valid rating scale that reliably assesses basic communication skills, which is particularly useful for psychotherapy training using standardized role-plays. To ensure good inter-rater reliabilities, it is still advisable to employ raters with at least some clinical experience. Future studies should further investigate the one- or two-factor structure of the instrument.}, language = {en} } @article{MaassKuehneHeinzeetal.2022, author = {Maaß, Ulrike and K{\"u}hne, Franziska and Heinze, Peter Eric and Ay-Bryson, Destina Sevde and Weck, Florian}, title = {The concise measurement of clinical communication skills}, series = {Frontiers in Psychiatry}, volume = {13}, journal = {Frontiers in Psychiatry}, publisher = {Frontiers}, address = {Lausanne, Schweiz}, issn = {1664-0640}, doi = {10.3389/fpsyt.2022.977324}, pages = {10}, year = {2022}, abstract = {Objective: There is a lack of brief rating scales for the reliable assessment of psychotherapeutic skills, which do not require intensive rater training and/or a high level of expertise. Thus, the objective is to validate a 14-item version of the Clinical Communication Skills Scale (CCSS-S). Methods: Using a sample of N = 690 video-based ratings of role-plays with simulated patients, we calculated a confirmatory factor analysis and an exploratory structural equation modeling (ESEM), assessed convergent validities, determined inter-rater reliabilities and compared these with those who were either psychology students, advanced psychotherapy trainees, or experts. Results: Correlations with other competence rating scales were high (rs > 0.86-0.89). The intraclass correlations ranged between moderate and good [ICC(2,2) = 0.65-0.80], with student raters yielding the lowest scores. The one-factor model only marginally replicated the data, but the internal consistencies were excellent (α = 0.91-95). The ESEM yielded a two-factor solution (Collaboration and Structuring and Exploration Skills). Conclusion: The CCSS-S is a brief and valid rating scale that reliably assesses basic communication skills, which is particularly useful for psychotherapy training using standardized role-plays. To ensure good inter-rater reliabilities, it is still advisable to employ raters with at least some clinical experience. Future studies should further investigate the one- or two-factor structure of the instrument.}, language = {en} } @misc{KuehneFauthDestinaSevdeetal.2021, author = {K{\"u}hne, Franziska and Fauth, Henriette and Destina Sevde, Ay-Bryson and Visser, Leonie N.C. and Weck, Florian}, title = {Communicating the diagnosis of cancer or depression: Results of a randomized controlled online study using video vignettes}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {817}, issn = {1866-8364}, doi = {10.25932/publishup-58228}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-582286}, pages = {9012 -- 9021}, year = {2021}, abstract = {Background Communicating a diagnosis is highly important, yet complex, especially in the context of cancer and mental disorders. The aim was to explore the communication style of an oncologist vs. psychotherapist in an online study. Methods Patients (N = 136: 65 cancer, 71 depression) were randomly assigned to watch a standardized video vignette with one of two communication styles (empathic vs. unempathic). Outcome measures of affectivity, information recall, communication skills, empathy and trust were applied. Results Regardless of diagnosis, empathic communication was associated with the perception of a significantly more empathic (p < 0.001, η2partial = 0.08) and trustworthy practitioner (p = 0.014, η2partial = 0.04) with better communication skills (p = 0.013, η2partial = 0.05). Cancer patients reported a larger decrease in positive affect (p < 0.001, η2partial = 0.15) and a larger increase in negative affect (p < 0.001, η2partial = 0.14) from pre- to post-video than depressive patients. Highly relevant information was recalled better in both groups (p < 0.001, d = 0.61-1.06). Conclusions The results highlight the importance of empathy while communicating both a diagnosis of cancer and a mental disorder. Further research should focus on the communication of a mental disorder in association with cancer.}, language = {en} } @article{KuehneFauthDestinaSevdeetal.2021, author = {K{\"u}hne, Franziska and Fauth, Henriette and Destina Sevde, Ay-Bryson and Visser, Leonie N.C. and Weck, Florian}, title = {Communicating the diagnosis of cancer or depression: Results of a randomized controlled online study using video vignettes}, series = {Cancer Medicine}, volume = {10}, journal = {Cancer Medicine}, edition = {24}, publisher = {Wiley}, address = {Hoboken, New Jersey, USA}, issn = {2045-7634}, doi = {10.1002/cam4.4396}, pages = {9012 -- 9021}, year = {2021}, abstract = {Background Communicating a diagnosis is highly important, yet complex, especially in the context of cancer and mental disorders. The aim was to explore the communication style of an oncologist vs. psychotherapist in an online study. Methods Patients (N = 136: 65 cancer, 71 depression) were randomly assigned to watch a standardized video vignette with one of two communication styles (empathic vs. unempathic). Outcome measures of affectivity, information recall, communication skills, empathy and trust were applied. Results Regardless of diagnosis, empathic communication was associated with the perception of a significantly more empathic (p < 0.001, η2partial = 0.08) and trustworthy practitioner (p = 0.014, η2partial = 0.04) with better communication skills (p = 0.013, η2partial = 0.05). Cancer patients reported a larger decrease in positive affect (p < 0.001, η2partial = 0.15) and a larger increase in negative affect (p < 0.001, η2partial = 0.14) from pre- to post-video than depressive patients. Highly relevant information was recalled better in both groups (p < 0.001, d = 0.61-1.06). Conclusions The results highlight the importance of empathy while communicating both a diagnosis of cancer and a mental disorder. Further research should focus on the communication of a mental disorder in association with cancer.}, language = {en} } @misc{Weck2021, author = {Weck, Florian}, title = {Ein praxisnaher Leitfaden zur kognitiv-verhaltenstherapeutischen Behandlung von Auftritts{\"a}ngsten bei Musikerinnen und Musikern}, series = {Zeitschrift f{\"u}r Klinische Psychologie und Psychotherapie}, volume = {50}, journal = {Zeitschrift f{\"u}r Klinische Psychologie und Psychotherapie}, number = {1}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, isbn = {978-3-8017-2988-2}, issn = {1616-3443}, doi = {10.1026/1616-3443/a000615}, pages = {46 -- 47}, year = {2021}, language = {de} } @article{KuehneMaassWeck2021, author = {K{\"u}hne, Franziska and Maaß, Ulrike and Weck, Florian}, title = {Einsatz standardisierter Patienten im Psychologiestudium}, series = {Verhaltenstherapie : Praxis, Forschung, Perspektiven}, volume = {31}, journal = {Verhaltenstherapie : Praxis, Forschung, Perspektiven}, number = {2}, publisher = {Karger}, address = {Basel}, issn = {1016-6262}, doi = {10.1159/000509249}, pages = {152 -- 160}, year = {2021}, abstract = {Hintergrund: Im Rahmen des reformierten Psychotherapeutengesetzes wird eine starkere Praxisorientierung in der klinisch-psychologischen Lehre und in der Prufung psychotherapeutischer Kompetenzen verankert. Hierbei sollen Studierende durch die Interaktion mit standardisierten Patient*innen (SP) therapeutische Kompetenzen erwerben und demonstrieren. Fragestellung: Das Ziel des vorliegenden Beitrags ist es, eine evidenzbasierte Umsetzung dieser neuen Lehr- und Prufungsformate zu unterstutzen, indem bisherige Forschungsbefunde zum Einsatz von SP dargestellt und Bereiche, in denen weitere Forschung notwendig ist, aufgezeigt werden. Ergebnisse: Empirische Befunde zeigen, dass SP psychische Storungen authentisch darstellen konnen. Voraussetzung dafur sind beispielsweise die Auswahl geeigneter SP, detaillierte Rollenanleitungen, spezifisches Training, Feedback und Nachschulungen. Auch wenn einige Forschungsfragen, wie zur vergleichenden Wirksamkeit des Einsatzes von SP, noch unbeantwortet sind, lassen sich praktische Implikationen fur SP-Programme in Lehre, Prufung und Forschung ableiten, die in einem Ablaufschema dargestellt werden. Schlussfolgerungen: Der Einsatz von SP bietet gro ss es Potenzial fur die klinisch-psychologische Lehre und Ausbildungsforschung. Um den Einsatz von SP an anderen Standorten zu unterstutzen, werden Beispielmaterialien (z.B. Rollenanleitung) in den elektronischen Supplementen (siehe www.karger.com/doi/10.1159/000509249 fur alle Supplemente) zum Artikel zur Verfugung gestellt.}, language = {de} } @article{KuehneHeinzeWeck2020, author = {K{\"u}hne, Franziska and Heinze, Peter Eric and Weck, Florian}, title = {What do laypersons believe characterises a competent psychotherapist?}, series = {Counselling and psychotherapy research}, volume = {21}, journal = {Counselling and psychotherapy research}, number = {3}, publisher = {Wiley}, address = {Hoboken}, issn = {1473-3145}, doi = {10.1002/capr.12343}, pages = {660 -- 671}, year = {2020}, abstract = {Aim Although research and clinical definitions of psychotherapeutic competence have been proposed, less is known about the layperson perspective. The aim was to explore the views of individuals with different levels of psychotherapy experience regarding what-in their views-constitutes a competent therapist. Method In an online survey, 375 persons (64\% female, mean age 33.24 years) with no experience, with professional experience, or with personal pre-experience with psychotherapy participated. To provide low-threshold questions, we first presented two qualitative items (i.e. "In your opinion, what makes a good/competent psychotherapist?"; "How do you recognize that a psychotherapist is not competent?") and analysed them using inductive content analysis techniques (Mayring, 2014). Then, we gave participants a 16-item questionnaire including items from previous surveys and from the literature and analysed them descriptively. Results Work-relatedprinciples, professionalism, personalitycharacteristics, caringcommunication, empathy and understandingwere important categories of competence. Concerning the quantitative questions, most participants agreed with items indicating that a therapist should be open, listen well, show empathy and behave responsibly. Conclusion Investigating layperson perspectives suggested that effective and professional interpersonal behaviour of therapists plays a central role in the public's perception of psychotherapy.}, language = {en} } @article{MaassKuehneMaasetal.2020, author = {Maaß, Ulrike and K{\"u}hne, Franziska and Maas, Jana and Unverdross, Maria and Weck, Florian}, title = {Psychological interventions for health anxiety and somatic symptoms}, series = {Zeitschrift f{\"u}r Psychologie = Journal of psychology}, volume = {228}, journal = {Zeitschrift f{\"u}r Psychologie = Journal of psychology}, number = {2}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {2190-8370}, doi = {10.1027/2151-2604/a000400}, pages = {68 -- 80}, year = {2020}, abstract = {This study examined the effectiveness of psychological interventions for severe health anxiety (SHA) regarding somatic symptoms (SS) and health anxiety (HA). The databases Web of Science, EBSCO, and CENTRAL were searched on May 15, 2019, May 16, 2019, and August 5, 2019, respectively. Eighteen randomized controlled trials (N = 2,050) met the inclusion criteria (i.e., hypochondriasis, illness anxiety disorder or somatic symptom disorder with elevated HA being assessed with validated interviews: use of standardized outcome measures). Two reviewers independently evaluated the studies' risk of bias using the Revised Cochrane Risk-of-Bias Tool for randomized trials (RoB-2) tool. Overall, psychological interventions were significantly more effective than waitlist, treatment-as-usual, or placebo post-treatment (g(SS) = 0.70, g(HA) = 1.11) and at follow-up (g(SS) = 0.33, g(HA)= 0.70). CBT outperformed other psychological interventions or pharmacotherapy for HA post- treatment (Hedge's g(HA) = 0.81). The number of sessions did not significantly predict the effect sizes. In sum, psychological interventions were effective for SHA, but the generalizability of the results for SS is limited, because only two high-quatity trials contributed to the comparison.}, language = {en} } @article{RothRawaldKuehneLazaridesetal.2020, author = {Roth-Rawald, Julia and K{\"u}hne, Franziska and Lazarides, Rebecca and Weck, Florian}, title = {Krankheits{\"a}ngste bei Psychologiestudierenden}, series = {Zeitschrift f{\"u}r Klinische Psychologie und Psychotherapie}, volume = {49}, journal = {Zeitschrift f{\"u}r Klinische Psychologie und Psychotherapie}, number = {2}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {1616-3443}, doi = {10.1026/1616-3443/a000578}, pages = {103 -- 112}, year = {2020}, abstract = {Theoretischer Hintergrund: Als Medical Students' Disease wird die Angst von Medizinstudierenden bezeichnet, unter Krankheiten zu leiden, mit denen sie sich im Studium auseinandersetzen. Fragestellung: Es wurde untersucht, ob {\"a}hnliche Ph{\"a}nomene vor{\"u}bergehender Krankheits{\"a}ngste auch bei Psychologiestudierenden existieren. Methode: Mittels etablierter Illness-Attitude-Scales (IAS) und einer eigens entwickelten Erg{\"a}nzung wurden {\"A}ngste vor somatischen und psychischen Erkrankungen erhoben. Ergebnisse: Krankheits{\"a}ngste bei Psychologiestudierenden waren nicht st{\"a}rker ausgepr{\"a}gt als bei Studierenden anderer Fachrichtungen. {\"A}ngste vor k{\"o}rperlichen Erkrankungen waren h{\"a}ufiger als {\"A}ngste vor psychischen St{\"o}rungen, die keiner signifikanten zeitlichen Ver{\"a}nderung unterlagen. Schlussfolgerung: Die Besch{\"a}ftigung mit psychischen St{\"o}rungen geht nicht zwangsl{\"a}ufig mit einem Anstieg von {\"A}ngsten vor psychischen Erkrankungen unter Psychologiestudierenden einher. Erh{\"o}hte Belastungswerte bei allen Studierenden legen nahe, dass das Studium selbst eine Herausforderung darstellt, f{\"u}r deren Bew{\"a}ltigung Unterst{\"u}tzung angeboten werden kann. the same level of fear regarding health anxiety as students of other disciplines. Their anxiety about suffering from physical illnesses was also greater than their anxiety about suffering from mental disorders. Conclusion: Studying mental disorders does not necessarily result in an increase of related health anxiety. However, university studies seem to be a burdensome period of life in their own right, for which coping support can be provided.}, language = {de} } @article{MaassKuehnePoltzetal.2022, author = {Maaß, Ulrike and K{\"u}hne, Franziska and Poltz, Nadine and Lorenz, Anna and Ay-Bryson, Destina Sevde and Weck, Florian}, title = {Live supervision in psychotherapy training}, series = {Training and education in professional psychology}, volume = {16}, journal = {Training and education in professional psychology}, number = {2}, publisher = {American Psychological Association}, address = {Washington}, issn = {1931-3918}, doi = {10.1037/tep0000390}, pages = {130 -- 142}, year = {2022}, abstract = {There is increasing interest in improving psychotherapy training using evidence-based supervision. One approach is live supervision (LS), in which the supervisor offers immediate feedback to the trainee (e.g., via microphone, text messages) during the session. This review summarizes the research on LS and its main results. The databases Web of Science Core Collection, PsycArticles, PsycBooks, PsycInfo, PSYNDEX, Psychology and Behavioral Sciences Collection, and PubMed were searched from inception to January 23, 2020 (including a backward search) and updated November 15, 2020. The inclusion criteria (i.e., main focus on LS, immediate feedback from a present supervisor, psychological setting) were met by k = 138 publications, including k = 8 randomized controlled trials (RCTs; N = 339). Two reviewers independently evaluated the RCTs' risk of bias using the revised Cochrane Risk-of-Bias Tool. Most publications had a family therapy background (59\%), were categorized as nonempirical (55\%), aimed primarily at describing or comparing specific LS methods (35\%), and displayed positive views on LS (87\%). Based on the RCTs, LS was superior to no-supervision in 78\% of all comparisons, but only in 13\% of the cases compared to a delayed supervision (DS) condition (i.e., regarding trainee skills, patient outcomes, or other variables). These results somewhat contradict the overall favorable views in the literature. However, the generalizability is limited due to a lack of high-quality studies and substantial heterogeneity in terms of LS methods, concepts, outcomes, and measurements. Ideas for more systematic research on LS regarding objectives and methods are proposed.
Public Significance Statement This review summarizes research on live supervision (LS). LS is a form of supervision in psychotherapy training in which the supervisor observes the trainee's therapy session and provides immediate feedback. The review concludes that LS is probably as effective as delayed supervision (DS), although more high-quality research is needed.}, language = {en} } @misc{Weck2021, author = {Weck, Florian}, title = {Ein hilfreicher Leitfaden zur Verfassung des Berichts an den Gutachterim Rahmen der Verhaltenstherapie}, series = {Zeitschrift f{\"u}r Klinische Psychologie und Psychotherapie}, volume = {49}, journal = {Zeitschrift f{\"u}r Klinische Psychologie und Psychotherapie}, number = {3}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {1616-3443}, doi = {10.1026/1616-3443/a000553}, pages = {193 -- 194}, year = {2021}, abstract = {Seit dem 01. 04. 2017 erfolgte eine umfangreiche Reform der Psychotherapie-Richtlinie. Neben der Einf{\"u}hrung neuer Leistungen (z. B. Akutbehandlung, psychotherapeutische Sprechstunde) wurden auch {\"A}nderungen im Ablauf und der Beantragung von Psychotherapie beschlossen. Beispielsweise ist der Bericht an den Gutachter bzw. die Gutachterin seltener eine notwendige Voraussetzung zur Durchf{\"u}hrung einer psychotherapeutischen Behandlung, als dass zuvor der Fall war. Im Zuge der Reform wurde auch der Leitfaden f{\"u}r die Gestaltung des Berichts an den Gutachter bzw. die Gutachterin {\"u}berarbeitet. Vor dem Hintergrund der Psychotherapie-Richtlinien-Reform ist das Werk „Leitfaden f{\"u}r den VT-Bericht an den Gutachter" von Daniel Surall und Oliver Kunz sehr willkommen. Das Buch gliedert sich insgesamt in zehn Kapitel, in denen die Autoren ausf{\"u}hrlich auf den reformierten Bericht an den Gutachter bzw. an die Gutachterin eingehen. In den ersten beiden Kapiteln fassen die Autoren die {\"A}nderungen zur Psychotherapie-Richtlinie und im Bericht an den Gutachter / die Gutachterin zusammen. In den folgenden sechs Kapiteln wird auf die einzelnen Abschnitte des neuen Berichts an den Gutachter/die Gutachterin eingegangen. Sehr hilfreich ist hierbei, dass die Autoren zahlreiche Fallbeispiele nutzen, um die einzelnen Abschnitte des Berichts an den Gutachter/die Gutachterin zu erl{\"a}utern. Auch die {\"u}bersichtliche Darstellungsform in Form von Tabellen (z. B. zur Darstellung der Verhaltensanalyse) erleichtert den Leser_innen die Nachvollziehbarkeit der Inhalte. Erfreulich ist auch, dass die Autoren hinsichtlich der Antragstellung auch immer auf Unterschiede zwischen erwachsenen Patient_innen und Kindern und Jugendlichen eingehen. Im neunten Kapitel des Leitfadens wird ausf{\"u}hrlicher das Thema Umwandlungs- und Fortf{\"u}hrungsantr{\"a}ge aufgegriffen. Dies ist insbesondere sinnvoll, da nach der neuen Psychotherapie-Richtlinie f{\"u}r Kurzzeitantr{\"a}ge in der Regel keine Berichtspflicht besteht und Umwandlungs- und Fortf{\"u}hrungsantr{\"a}ge in der Praxis h{\"a}ufiger als zuvor von Relevanz sein d{\"u}rften. Im zehnten Kapitel wird in knapper Weise darauf eingegangen, wie bei Ablehnung oder K{\"u}rzung von beantragten Leistungen vorgegangen werden kann. Das Buch umfasst einen umfangreichen Anhang (67 Seiten), in dem Beispiele f{\"u}r Berichte an den Gutachter / die Gutachterin und Behandlungspl{\"a}ne f{\"u}r verschiedene psychische St{\"o}rungen zu finden sind. Auch hierbei werden sowohl Berichte f{\"u}r Erwachsene als auch f{\"u}r Kinder und Jugendliche pr{\"a}sentiert. Zudem beinhaltet der Anhang des Buches das Berner Inventar f{\"u}r Therapieziele, Ausz{\"u}ge aus dem AMDP-Befundbogen (Arbeitsgemeinschaft Methodik und Dokumentation in der Psychiatrie, 2018)<\litr>, den Leitfaden zum Erstellen des Berichts an die Gutachter_innen (PTV 3) sowie einer Gegen{\"u}berstellung des alten und des neuen Leitfadens f{\"u}r den Bericht an die Gutachter_innen. Bei dem von Surall und Kunz vorgelegten Buch handelt es sich um einen {\"a}ußerst hilfreichen Leitfaden, der Therapeut:innen bei der Abfassung des Berichts an den Gutachter / die Gutachterin im Rahmen der Verhaltenstherapie unterst{\"u}tzen kann. Hierbei kann der Leitfaden Psychotherapeut_innen in Ausbildung bei der Abfassung ihrer ersten Antr{\"a}ge unterst{\"u}tzen. Aber auch erfahrenen Kolleg_innen k{\"o}nnen bei dem {\"U}bergang in die neuen Antragsformalit{\"a}ten, die mit der Reform der Psychotherapie-Richtlinie einhergingen, unterst{\"u}tzen werden. Hierbei ist insbesondere die Im Anhang befindliche Gegen{\"u}berstellung des alten und des neuen Leitfadens f{\"u}r den Bericht an den Gutachter / die Gutachterin hilfreich, um sich einen schnellen {\"U}berblick {\"u}ber die {\"A}nderungen zu verschaffen. Insgesamt werden die einzelnen Abschnitte des Berichts an den Gutachter / die Gutachterin sehr gut strukturiert und verst{\"a}ndlich erl{\"a}utert. Die vielen Beispiele und die ausf{\"u}hrlichen Materialien im Anhang erg{\"a}nzen zudem die Erl{\"a}uterungen und erleichtern das Verst{\"a}ndnis. Zu Beginn des Buches w{\"a}re zudem noch eine Abbildung hilfreich gewesen, die den Ablauf der Beantragung von Psychotherapie schematisch darstellt, um einen genaueren {\"U}berblick {\"u}ber die Beantragung von Psychotherapie nach der neuen Psychotherapie-Richtlinie zu erhalten. Auch ein Stichwortverzeichnis w{\"u}rde die Suche nach bestimmten Inhalten erleichtern. Zusammenfassend kann festgehalten werden, dass es sich bei dem Werk von Surall und Kunz um einen sehr empfehlenswerten Leitfaden handelt, der im Rahmen der Antragstellung von Verhaltenstherapie genutzt werden kann. Aufgrund der klaren Struktur und Anschaulichkeit durch viele Beispielantr{\"a}ge bringt das Buch alle Voraussetzungen mit, um sich als Standartwerk zu etablieren, dass Therapeut_innen bei der Beantragung von Verhaltenstherapie in {\"a}ußerst hilfreicher Weise unterst{\"u}tzt.}, language = {de} } @article{KuehneAyBrysonMarschneretal.2020, author = {K{\"u}hne, Franziska and Ay-Bryson, Destina Sevde and Marschner, Linda and Weck, Florian}, title = {The heterogeneous course of OCD}, series = {Psychiatry research : the official publication of the International Society for Neuroimaging in Psychiatry}, volume = {285}, journal = {Psychiatry research : the official publication of the International Society for Neuroimaging in Psychiatry}, publisher = {Elsevier}, address = {Clare}, issn = {0165-1781}, doi = {10.1016/j.psychres.2020.112821}, pages = {7}, year = {2020}, abstract = {Although effective treatments exist, obsessive-compulsive disorder (OCD) is, according to the views of patients and experts, still associated with chronicity, a term with no clear and consistent definition. To improve patient care and to foster research, a clear distinction between the various concepts of chronicity cited in the literature is crucial. The aim was thus to explicate central concepts related to courses and trajectories in OCD based on an explorative, scoping search of the existing literature. Our review revealed a considerable lack in content validity, as the concepts were operationalized inconsistently. Concepts related to symptom improvement were (complete) recovery, partial/full remission and partial/full response. Terms used in relation with symptom stability or worsening were chronic/continuous, intermittent and episodic course, waxing and waning, relapse, recurrence, deterioration and treatment-refractoriness. All concepts are explained and visualized as a result of the review. Further, based on authors' remarks, we present recommendations on how to enhance care for chronic OCD patients, namely training psychotherapists to apply CBT as intended, managing patient beliefs about disease and treatment, and adapting psychotherapy to OCD subtypes. Finally, we then propose a literature-based definition of treatment-refractory OCD.}, language = {en} }