TY - JOUR A1 - Roth-Rawald, Julia A1 - Kühne, Franziska A1 - Lazarides, Rebecca A1 - Weck, Florian T1 - Krankheitsängste bei Psychologiestudierenden T1 - Health anxiety of psychology students BT - Studie zur Angst vor körperlichen Erkrankungen und psychischen Störungen BT - examination of fear of physical diseases and mental disorders JF - Zeitschrift für Klinische Psychologie und Psychotherapie N2 - 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 ähnliche Phänomene vorübergehender Krankheitsängste auch bei Psychologiestudierenden existieren. Methode: Mittels etablierter Illness-Attitude-Scales (IAS) und einer eigens entwickelten Ergänzung wurden Ängste vor somatischen und psychischen Erkrankungen erhoben. Ergebnisse: Krankheitsängste bei Psychologiestudierenden waren nicht stärker ausgeprägt als bei Studierenden anderer Fachrichtungen. Ängste vor körperlichen Erkrankungen waren häufiger als Ängste vor psychischen Störungen, die keiner signifikanten zeitlichen Veränderung unterlagen. Schlussfolgerung: Die Beschäftigung mit psychischen Störungen geht nicht zwangsläufig mit einem Anstieg von Ängsten vor psychischen Erkrankungen unter Psychologiestudierenden einher. Erhöhte Belastungswerte bei allen Studierenden legen nahe, dass das Studium selbst eine Herausforderung darstellt, für deren Bewältigung Unterstützung 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. N2 - Background: Medical students’ disease is the fear of medical students that they suffer from the diseases they are studying. Objective: This study examined whether similar phenomena of transient health anxiety exist among psychology students. Method: Health anxieties regarding physical illnesses and mental disorders were analyzed with the well-established Illness Attitude Scale (IAS) and a custom-developed supplement. Results: In general, psychology students experienced 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. KW - health anxiety KW - mental disorders KW - mental hypochondriasis KW - psychology KW - students KW - questionnaire KW - Krankheitsangst KW - psychische Störungen KW - mentale Hypochondrie KW - Psychologiestudierende KW - Fragebogen Y1 - 2021 U6 - https://doi.org/10.1026/1616-3443/a000578 SN - 1616-3443 SN - 2190-6297 VL - 49 IS - 2 SP - 103 EP - 112 PB - Hogrefe CY - Göttingen ER - TY - JOUR A1 - Philipp, Rebecca A1 - Kriston, Levente A1 - Kühne, Franziska A1 - Harter, Martin A1 - Meister, Ramona T1 - Concepts of metacognition in the treatment of patients with mental disorders JF - Journal of rational emotive and cognitive behavior therapy N2 - 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. KW - metacognition KW - therapy KW - training KW - narrative KW - interpersonal KW - mental KW - disorders Y1 - 2019 U6 - https://doi.org/10.1007/s10942-019-00333-3 SN - 0894-9085 SN - 1573-6563 VL - 38 IS - 2 SP - 173 EP - 183 PB - Springer CY - New York, NY ER - TY - JOUR A1 - Meissner, Claudia A1 - Weck, Florian A1 - Kühne, Franziska T1 - Screening dysfunktionaler Überzeugungen bei Zwangsstörungen T1 - Screening for dysfunctional beliefs in obsessive-compulsive disorders BT - ein Scoping Review zu den aktuellen Erhebungsinstrumenten BT - Scoping review of current survey instruments JF - Psychotherapeut N2 - 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. N2 - Hintergrund: Dysfunktionale Überzeugungen und Bewertungen von Zwangsgedanken sind ausschlaggebend für die Entstehung und Aufrechterhaltung von Zwangsstörungen. Die reliable und valide Erfassung dieser Überzeugungen mithilfe von Screeningverfahren ist für die kognitiv-verhaltenstherapeutische Behandlung relevant. Fragestellung: Ziel der Arbeit war die Erstellung eines Scoping review bezüglich der aktuellen Screeninginstrumenten zur Erfassung der 6 von der Obsessive Compulsive Cognitions Working Group (OCCWG) vorgeschlagenen Domänen bei Zwangsstörungen. Die Verfahren wurden systematisch nach ihrer psychometrischen Güte bewertet und in ihren Eigenschaften verglichen. Material und Methoden: Die Literatursuche erfolgte in den Datenbanken Web of Science Core Collection, Google Scholar und PubMed. Eingeschlossen wurden deutsch- und englischsprachige Verfahren für Erwachsene (≥18 Jahre). Ergebnisse: Es konnten 56 Studien zur Überprüfung der psychometrischen Eigenschaften von 16 Fragebogen eingeschlossen werden. Die Fragebogen erfassten alle Domänen dysfunktionaler Überzeugungen. Außerdem lagen 4 domänenübergreifende Verfahren vor, und 9 der Fragebogen waren deutschsprachig. Die Mehrzahl der Screeningverfahren wies adäquate bis gute psychometrische Werte auf. Die methodische Qualität der Studien war heterogen; methodische und statistische Verfahren nahmen über die Jahre an Komplexität zu. Schlussfolgerung: Weiterer Forschungsbedarf besteht v. a. in der Untersuchung der Störungsspezifität und Änderungssensitivität von Screeningverfahren an klinischen Stichproben. KW - literature search KW - questionnaires KW - sensitivity and specificity KW - psychometrics KW - cognitive behavioral therapy KW - Literaturrecherche KW - Fragebogen KW - Sensitivität und Spezifität KW - Psychometrie KW - Kognitiv-verhaltenstherapeutische Behandlung Y1 - 2020 U6 - https://doi.org/10.1007/s00278-020-00410-4 SN - 0935-6185 SN - 1432-2080 VL - 65 IS - 3 SP - 181 EP - 189 PB - Springer CY - New York ER - TY - JOUR A1 - Maaß, Ulrike A1 - Kühne, Franziska A1 - Maas, Jana A1 - Unverdross, Maria A1 - Weck, Florian T1 - Psychological interventions for health anxiety and somatic symptoms BT - a systematic review and meta-analysis JF - Zeitschrift für Psychologie = Journal of psychology N2 - 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. KW - health anxiety KW - hypochondriasis KW - systematic review KW - meta-analysis KW - psychotherapy Y1 - 2020 U6 - https://doi.org/10.1027/2151-2604/a000400 SN - 2190-8370 SN - 2151-2604 VL - 228 IS - 2 SP - 68 EP - 80 PB - Hogrefe CY - Göttingen ER - TY - JOUR A1 - Kühne, Franziska A1 - Heinze, Peter Eric A1 - Weck, Florian T1 - Standardized patients in psychotherapy training and clinical supervision BT - study protocol for a randomized controlled trial JF - Trials N2 - 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. KW - Clinical psychology KW - Education KW - Psychotherapeutic competencies KW - Psychotherapy research KW - Role-playing KW - Simulated patients KW - Standardized patients KW - Randomized controlled trial Y1 - 2020 U6 - https://doi.org/10.1186/s13063-020-4172-z SN - 1745-6215 VL - 21 PB - BioMed Central CY - London ER - TY - JOUR A1 - Kühne, Franziska A1 - Heinze, Peter Eric A1 - Weck, Florian T1 - What do laypersons believe characterises a competent psychotherapist? JF - Counselling and psychotherapy research N2 - 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. KW - client preferences KW - expectancies KW - psychotherapeutic competencies KW - psychotherapy process KW - public involvement Y1 - 2020 U6 - https://doi.org/10.1002/capr.12343 SN - 1473-3145 SN - 1746-1405 VL - 21 IS - 3 SP - 660 EP - 671 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Kühne, Franziska A1 - Ay-Bryson, Destina Sevde A1 - Marschner, Linda A1 - Weck, Florian T1 - The heterogeneous course of OCD BT - a scoping review on the variety of definitions JF - Psychiatry research : the official publication of the International Society for Neuroimaging in Psychiatry N2 - 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. KW - review KW - OCD KW - anxiety disorder KW - prevention KW - treatment response KW - non-response Y1 - 2020 U6 - https://doi.org/10.1016/j.psychres.2020.112821 SN - 0165-1781 SN - 1872-7123 VL - 285 PB - Elsevier CY - Clare ER - TY - JOUR A1 - Ay-Bryson, Destina Sevde A1 - Weck, Florian A1 - Heinze, Peter Eric A1 - Lang, Thomas A1 - Kühne, Franziska T1 - Can psychotherapy trainees distinguish standardized patients from real patients? T1 - Können Psychotherapeut*innen in Ausbildung standardisierte Patient*innen von realen Patient*innen unterscheiden? BT - a pilot study BT - Ergebnisse einer Pilotstudie JF - Zeitschrift für Klinische Psychologie und Psychotherapie N2 - 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. N2 - Theoretischer Hintergrund: Mit dem neu eingeführten Direktstudium für zukünftige Psychotherapeut_innen (PiA) wirdder Einsatz von standardisierten Patient_innen (SP) in der Lehre zunehmen, obwohl die Authentizität der Rollendarstellungen durch SPempirisch bislang kaum untersucht wurde. Ziel der vorliegenden Studie war es daher zu untersuchen, ob SP trainiert werden können, dassPsychotherapeut_innen in Ausbildung (PiA) SP von realen Patient_innen nicht unterscheiden können. Methode: Insgesamt nahmen 28 PiA(M= 28.54 Jahre,SD= 3.19) als verblindete Rater teil. Sie haben sechs Therapiesitzungen von trainierten SP und realen Patient_innen mitder Skala Authentizität von Patientendarstellungen bewertet. Ergebnisse: Die Authentizitätswerte von SP unterschieden sich nicht signifi-kant von realen Patient_innen (p= .43). Deskriptive Ergebnisse legen nahe, dass ein SP im Schnitt am authentischsten bewertet wurde.Darüber hinaus unterschieden sich SP und reale Patient_innen nicht hinsichtlich der wahrgenommenen Beeinträchtigung (p= .33) sowie derWahrscheinlichkeit, als reale/r Patient_in bewertet zu werden (p= .52). Fazit: Die vorliegenden Ergebnisse legen nahe, dass PiA SP vonrealen Patient_innen nicht unterscheiden konnten. Daher legen wir ein ausführliches Training der SP nahe, bevor sie für Studium und Lehreeingesetzt werden. Die Limitationen sowie zukünftige Forschungsideen werden diskutiert. KW - evidence-based training KW - learning KW - simulated patients KW - simulation-based KW - education KW - therapist competence KW - evidenzbasiertes Training KW - Lernen KW - Simulationspatient_innen KW - simulationsbasierte Lehre KW - therapeutische KW - Kompetenz Y1 - 2020 U6 - https://doi.org/10.1026/1616-3443/a000594 SN - 1616-3443 SN - 2190-6297 VL - 49 IS - 3 SP - 182 EP - 190 PB - Hogrefe CY - Göttingen ER -