@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{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} } @article{MeissnerWeckKuehne2020, author = {Meissner, Claudia and Weck, Florian and K{\"u}hne, Franziska}, title = {Screening dysfunktionaler {\"U}berzeugungen bei Zwangsst{\"o}rungen}, series = {Psychotherapeut}, volume = {65}, journal = {Psychotherapeut}, number = {3}, publisher = {Springer}, address = {New York}, issn = {0935-6185}, doi = {10.1007/s00278-020-00410-4}, pages = {181 -- 189}, year = {2020}, abstract = {Background Dysfunctional beliefs and assumptions of obsessive thoughts are decisive for the etiology and maintenance of obsessive compulsive disorders (OCD). The reliable and valid assessment of these beliefs using screening procedures is relevant for the cognitive behavioral therapy. Objective Based on the domains suggested by the Obsessive Compulsive Cognitions Working Group (OCCWG), the aim of the current study was a scoping review of recent screening instruments on those domains relevant to OCD. The psychometric properties were systematically evaluated and their features were compared. Material and methods The literature search was conducted in the Web of Science Core Collection, Google Scholar und PubMed. English and German screening instruments for adults (>= 18 years) were included. Results A total of 56 studies on testing of psychometric characteristics of 16 screening instruments were included. The questionnaires included all domains of dysfunctional beliefs. In addition, four of them assessed multiple domains and nine were in the German language. The majority of screening procedures showed adequate to good psychometric properties. The methodological quality of the studies was heterogeneous, statistical and methodological procedures became more complex over the years. Conclusion Further research is necessary on disorder-related specificity and sensitivity to change for screening measures in different clinical samples.}, language = {de} } @article{PhilippKristonKuehneetal.2020, author = {Philipp, Rebecca and Kriston, Levente and K{\"u}hne, Franziska and Harter, Martin and Meister, Ramona}, title = {Concepts of metacognition in the treatment of patients with mental disorders}, series = {Journal of rational emotive and cognitive behavior therapy}, volume = {38}, journal = {Journal of rational emotive and cognitive behavior therapy}, number = {2}, publisher = {Springer}, address = {New York, NY}, issn = {0894-9085}, doi = {10.1007/s10942-019-00333-3}, pages = {173 -- 183}, year = {2020}, abstract = {While metacognitive interventions are gaining attention in the treatment of various mental disorders, a review of the literature showed that the term is often defined poorly and used for a variety of psychotherapeutic approaches that do not necessarily pursue the same goal. We give a summary of three metacognitive interventions which were developed within a sound theoretical framework-metacognitive therapy, metacognitive training, and metacognitively-oriented integrative psychotherapies-and discuss their similarities and distinctive features. We then offer an integrative operational definition of metacognitive interventions as goal-oriented treatments that target metacognitive content, which is characterized by the awareness and understanding of one's own thoughts and feelings as well as the thoughts and feelings of others. They aim to alleviate disorder-specific and individual symptoms by gaining more flexibility in cognitive processing.}, 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{KuehneHeinzeWeck2020, author = {K{\"u}hne, Franziska and Heinze, Peter Eric and Weck, Florian}, title = {Standardized patients in psychotherapy training and clinical supervision}, series = {Trials}, volume = {21}, journal = {Trials}, publisher = {BioMed Central}, address = {London}, issn = {1745-6215}, doi = {10.1186/s13063-020-4172-z}, pages = {7}, year = {2020}, abstract = {Background Psychotherapy is highly effective and widely acknowledged for treating various mental disorders. Nevertheless, in terms of methods for teaching effective psychotherapeutic approaches and competencies, there has been a lack of investigation. Training and supervision are the main strategies for teaching therapist competencies, and standardized role-plays with simulated patients (i.e., trained individuals playing someone with a mental disorder) seem useful for evaluating training approaches. In medical education, this procedure is now internationally established. However, so far, little use has been made of standardized role-playing to evaluate training and supervision in the area of clinical psychology and psychotherapy. Methods In this study, standardized role-plays are used to evaluate methods for training and supervision. Central cognitive behavioral approaches for treating depression are taught in the training. The first experiment compares an active training approach (i.e., model learning) with a passive one (i.e., reading manual-based instructions). The second experiment compares a direct supervision technique (i.e., supervision based on video analysis) with an indirect one (i.e., supervision based on verbal reporting). In each experiment, 68 bachelor's and master's students of psychology will be randomly assigned to the experimental and control groups. Each student takes part in three role-plays (baseline, post and 3-month follow-up), which are all videotaped. Two independent raters assess therapist competencies in each role-play on the basis of a standardized competence scale. Discussion The research project aims to contribute to the development of specific training and supervision methods in order to improve psychotherapy training and patient care.}, language = {en} } @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{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} }