TY - GEN A1 - Kühne, Franziska A1 - Lesser, Hannah A1 - Petri, Franziska A1 - Weck, Florian T1 - Do mental health patients learn what their cognitive-behaviour therapists think they do? BT - a short report on qualitative interviews comparing perspectives T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Purpose: The acquisition of skills is essential to the conceptualization of cognitive-behavioural therapy. Yet, what experiences are encountered and what skills actually learned during therapy, and whether patients and therapists have concurrent views hereof, remains poorly understood. Method: An explorative pilot study with semi-structured, corresponding interview guides was conducted. Pilot data from our outpatient unit were transcribed and content-analyzed following current guidelines. Results: The responses of 18 participants (patients and their psychotherapists) were assigned to six main categories. Educational and cognitive aspects were mentioned most frequently and consistently by both groups. Having learned Behavioural alternatives attained the second highest agreement between perspectives. Conclusions: Patients and therapists valued CBT as an opportunity to learn new skills, which is an important prerequisite also for the maintenance of therapeutic change. We discuss limitations to generalizability but also theoretical and therapy implications. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 490 KW - cognitive-behavioural therapy (CBT) KW - psychotherapy KW - interview study KW - learning KW - skills Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-420607 SN - 1866-8364 IS - 490 ER - TY - JOUR A1 - Kühne, Franziska A1 - Lesser, Hannah A1 - Petri, Franziska A1 - Weck, Florian T1 - Do mental health patients learn what their cognitive-behaviour therapists think they do? BT - A short report on qualitative interviews comparing perspectives JF - International Journal of Qualitative Studies on Health and Well-being N2 - Purpose: The acquisition of skills is essential to the conceptualization of cognitive-behavioural therapy. Yet, what experiences are encountered and what skills actually learned during therapy, and whether patients and therapists have concurrent views hereof, remains poorly understood. Method: An explorative pilot study with semi-structured, corresponding interview guides was conducted. Pilot data from our outpatient unit were transcribed and content-analyzed following current guidelines. Results: The responses of 18 participants (patients and their psychotherapists) were assigned to six main categories. Educational and cognitive aspects were mentioned most frequently and consistently by both groups. Having learned Behavioural alternatives attained the second highest agreement between perspectives. Conclusions: Patients and therapists valued CBT as an opportunity to learn new skills, which is an important prerequisite also for the maintenance of therapeutic change. We discuss limitations to generalizability but also theoretical and therapy implications. KW - cognitive-behavioural therapy (CBT) KW - psychotherapy KW - interview study KW - learning KW - skills Y1 - 2018 U6 - https://doi.org/10.1080/17482631.2018.1527598 SN - 1748-2631 SN - 1748-2623 VL - 13 IS - 1 PB - Taylor & Francis Group CY - London ER - TY - JOUR A1 - Baer, Ella A1 - Bosch, Jannis A1 - Wilbert, Jürgen T1 - Diagnostik internalisierender Probleme im Schulkontext – das Erleben von Kindern in emotional herausfordernden Schulsituationen JF - PSI-Potsdam: Ergebnisbericht zu den Aktivitäten im Rahmen der Qualitätsoffensive Lehrerbildung (2019-2023) (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 3) N2 - Kinder mit internalisierenden Problemen erleben täglich herausfordernde akademische sowie soziale Situationen im Schulkontext. Dabei ist entscheidend, dass Lehrkräfte in der Lage sind diese Kinder zu identifizieren, um pädagogisch adäquat handeln zu können. Aufgrund der nach innen gerichteten Symptome stellt das Erkennen internalisierender Probleme eine große Herausforderung dar. Zur Diagnostik werden vorwiegend standardisierte Fragebögen eingesetzt, welche den Schulkontext sowie spezifische Altersgruppen und die damit einhergehende Veränderlichkeit von Emotionswahrnehmungen der betroffenen Kinder nur unzureichend berücksichtigen. Dieser Beitrag präsentiert die Ergebnisse einer Interviewstudie und diskutiert den Einsatz von Interviews als Methode zur Identifikation emotional relevanter Situationen aus der Perspektive von Kindern. Die Ergebnisse sollen der Ableitung alters- und kontextspezifischer Items dienen, um die Diagnostik internalisierender Schwierigkeiten weiterzuentwickeln. N2 - Children with internalizing problems face challenging academic as well as social situations in the school context. It is crucial that teachers are able to identify these children to act adequately. Due to the inwardly directed symptoms, identifying such problems is a major challenge. Standardized questionnaires, which are predominantly used for diagnosis, do not sufficiently consider the school context as well as specific age groups and the associated variability of emotion perceptions of the affected children. This paper presents the results of an interview study and discusses the use of interviews as a method for identifying emotionally relevant situations from the perspective of children. The results will be used to derive age- and context-specific items to further develop the diagnosis of internalizing difficulties. KW - internalisierende Probleme KW - Diagnostik KW - emotionales Erleben KW - Interviewstudie KW - internalizing problems KW - diagnostics KW - emotional experience KW - interview study Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-616688 SN - 978-3-86956-568-2 SN - 2626-3556 SN - 2626-4722 IS - 3 SP - 131 EP - 141 PB - Universitätsverlag Potsdam CY - Potsdam ER -