@phdthesis{Heinze2023,
  author    = {Heinze, Peter Eric},
  title     = {An exploration of activity and therapist preferences and their predictors in German-speaking samples},
  doi       = {10.25932/publishup-60753},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-607534},
  school      = {Universit{\"a}t Potsdam},
  pages     = {195},
  year      = {2023},
  abstract  = {According to current definitions of evidence-based practice, patients' preferences play an important role for the psychotherapeutic process and outcomes. However, whereas a significant body of research investigated preferences regarding specific treatments, research on preferred activities or therapist characteristics is rare, investigated heterogeneous aspects with inconclusive results, lacked validated assessment tools, and neglected relevant preferences, their predictors as well as the perspective of mental health professionals. Therefore, the three studies of this dissertation aimed to address the most fundamental drawbacks in current preference research by providing a validated questionnaire, focus efforts on activity and therapist preferences and add preferences of psychotherapy trainees. To this end, Paper I reports the translation and validation of the 18-item Cooper-Norcross Inventory of Preference (C-NIP) in a broad, heterogeneous sample of N = 969 laypeople, resulting in good to acceptable reliabilities and first evidence of validity. However, the original factor structure was not replicated. Paper II assesses activity preferences of psychotherapists in training using the C-NIP and compares them with the initial laypeople sample. There were significant differences between both samples, with trainees preferring a more patient-directed, emotionally intense and confrontational approach than laypeople. CBT trainees preferred a more therapist-directed, present-focused, challenging and less emotional intense approach than psychodynamic or -analytic trainees. Paper III explores therapist preferences and tests predictors for specific preference choices. For most characteristics, more than half of the participants did not have specific preferences. Results pointed towards congruency effects (i.e., preference for similar characteristics), especially for members of marginalized groups. The dissertation provides both researchers and practitioners with a validated questionnaire, shows potentially obstructive differences between patients and therapists and underlines the importance of therapist characteristics for marginalized groups, thereby laying the foundation for future applications and implementations in research and practice.},
  language  = {en}
}
@article{JungaWitthoeftWeck2019,
  author    = {Junga, Yvonne Marie and Witth{\"o}ft, Michael and Weck, Florian},
  title     = {Assessing therapist development: Reliability and validity of the Supervisee Levels Questionnaire (SLQ-R)},
  series = {Journal of clinical psychology},
  volume    = {75},
  journal   = {Journal of clinical psychology},
  number    = {9},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0021-9762},
  doi       = {10.1002/jclp.22794},
  pages     = {1658 -- 1672},
  year      = {2019},
  language  = {en}
}
@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{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}
}
@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{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{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}
}
@misc{KaufmannMaiwaldSchindleretal.2017,
  author    = {Kaufmann, Yvonne M. and Maiwald, Lisa and Schindler, Svenja and Weck, Florian},
  title     = {Wie wirkt sich mehrmaliges Kompetenz-Feedback auf psychotherapeutische Behandlungen aus?},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {614},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-43406},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-434066},
  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}
}