TY - GEN A1 - Heinze, Peter Eric A1 - Weck, Florian A1 - Kühne, Franziska T1 - Assessing Patient Preferences BT - Examination of the German Cooper-Norcross Inventory of Preferences T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Despite the positive effects of including patients’ preferences into therapy on psychotherapy outcomes, there are still few thoroughly validated assessment tools at hand. We translated the 18-item Cooper-Norcross Inventory of Preferences (C-NIP) into German and aimed at replicating its factor structure. Further, we investigated the reliability of the questionnaire and its convergence with trait measures. A heterogeneous sample of N = 969 participants took part in our online survey. Performing ESEM models, we found acceptable model fit for a four-factor structure similar to the original factor structure. Furthermore, we propose an alternative model following the adjustment of single items. The German C-NIP showed acceptable to good reliability, as well as small correlations with Big-Five personality traits, trait and attachment anxiety, locus of control, and temporal focus. However, we recommend further replication of the factor structure and further validation of the C-NIP. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 753 KW - psychotherapy KW - preference KW - activity preference KW - preference assessment KW - validation study Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-544140 SN - 1866-8364 ER - TY - JOUR A1 - Heinze, Peter Eric A1 - Weck, Florian A1 - Kühne, Franziska T1 - Assessing patient preferences BT - examination of the german cooper-norcross inventory of preferences JF - Frontiers in psychology N2 - Despite the positive effects of including patients' preferences into therapy on psychotherapy outcomes, there are still few thoroughly validated assessment tools at hand. We translated the 18-item Cooper-Norcross Inventory of Preferences (C-NIP) into German and aimed at replicating its factor structure. Further, we investigated the reliability of the questionnaire and its convergence with trait measures. A heterogeneous sample of N = 969 participants took part in our online survey. Performing ESEM models, we found acceptable model fit for a four-factor structure similar to the original factor structure. Furthermore, we propose an alternative model following the adjustment of single items. The German C-NIP showed acceptable to good reliability, as well as small correlations with Big-Five personality traits, trait and attachment anxiety, locus of control, and temporal focus. However, we recommend further replication of the factor structure and further validation of the C-NIP. KW - psychotherapy KW - preference KW - activity preference KW - preference assessment KW - validation study Y1 - 2022 U6 - https://doi.org/10.3389/fpsyg.2021.795776 SN - 1664-1078 VL - 12 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Heinze, Peter Eric A1 - Weck, Florian A1 - Kühne, Franziska T1 - Assessing Patient Preferences BT - Examination of the German Cooper-Norcross Inventory of Preferences JF - Frontiers in Psychology N2 - Despite the positive effects of including patients’ preferences into therapy on psychotherapy outcomes, there are still few thoroughly validated assessment tools at hand. We translated the 18-item Cooper-Norcross Inventory of Preferences (C-NIP) into German and aimed at replicating its factor structure. Further, we investigated the reliability of the questionnaire and its convergence with trait measures. A heterogeneous sample of N = 969 participants took part in our online survey. Performing ESEM models, we found acceptable model fit for a four-factor structure similar to the original factor structure. Furthermore, we propose an alternative model following the adjustment of single items. The German C-NIP showed acceptable to good reliability, as well as small correlations with Big-Five personality traits, trait and attachment anxiety, locus of control, and temporal focus. However, we recommend further replication of the factor structure and further validation of the C-NIP. KW - psychotherapy KW - preference KW - activity preference KW - preference assessment KW - validation study Y1 - 2021 U6 - https://doi.org/10.3389/fpsyg.2021.795776 SN - 1664-1078 VL - 12 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Kühne, Franziska A1 - Lacki, Fiona Janina A1 - Muse, Kate A1 - Weck, Florian T1 - Strengthening competence of therapists-in-training in the treatment of health anxiety (hypochondriasis) BT - validation of the assessment of Core CBT Skills (ACCS) JF - Clinical psychology & psychotherapy : an international journal of theory and practice N2 - Although the observation and assessment of psychotherapeutic competences are central to training, supervision, patient care, quality control, and life-long practice, structured instruments are used only occasionally. In the current study, an observation-based tool for the Assessment of Core CBT Skills (ACCS) was translated into German and adapted, and its psychometric properties were pilot evaluated. Competence of therapists-in-training was assessed in a random sample of n = 30 videos on cognitive behavioural therapy including patients diagnosed with hypochondriasis. Two of three raters independently assessed the competences demonstrated in the entire, active treatment sessions (n = 60). In our sample, internal consistency was excellent, and interrater reliability was good. Convergent validity (Cognitive Therapy Scale) and discriminant validity (Helping Alliance Questionnaire) were within the expected ranges. The ACCS total score did not significantly predict the reduction of symptoms of hypochondriasis, and a one-factorial structure of the instrument was found. By providing multiple opportunities for feedback, self-reflection, and supervision, the ACCS may complement current tools for the assessment of psychotherapeutic competences and importantly support competence-based training and supervision. KW - adherence KW - assessment KW - process research KW - psychotherapy KW - skill Y1 - 2019 U6 - https://doi.org/10.1002/cpp.2353 SN - 1063-3995 SN - 1099-0879 VL - 26 IS - 3 SP - 319 EP - 327 PB - Wiley CY - Hoboken ER - 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 - Kühne, Franziska A1 - Maas, Jana A1 - Wiesenthal, Sophia A1 - Weck, Florian T1 - Supervision in der Verhaltenstherapie T1 - Supervision in behavioral therapy BT - ein Scoping Review zur Identifikation von Forschungszielen BT - a scoping review for identification of research objectives JF - Zeitschrift für klinische Psychologie und Psychotherapie : Forschung und Praxis N2 - Theoretischer Hintergrund:Supervision spielt eine zentrale Rolle zum Wissens- und Kompetenzerwerb sowie in der Qualitätssicherung. Fragestellung:Ziel war es, den aktuellen Forschungsstand zur Supervision im Rahmen der kognitiven Verhaltenstherapie abzubilden, um daraus Schlussfolgerungen für die zukünftige Forschung abzuleiten. Methode:Zur Evidenzsynthese wurde ein Scoping Review durchgeführt, das die Darstellung zentraler Konzepte, aktueller Evidenz und möglicher Forschungsbedarfe ermöglichte. Neben einer systematischen Literaturrecherche wurden Vorwärts- und Rückwärtssuchstrategien eingesetzt. Ergebnisse:Eingeschlossen wurden zwölf Publikationen basierend auf zehn empirischen Studien. Alle Studien beschrieben Ausbildungssettings, aber nur wenige untersuchten übende Interventionen (z. B. Rollenspiele). Häufig wurden Effekte subjektiv erfasst, die methodische Qualität der Begleitstudien variierte. Schlussfolgerungen:Notwendig sind weitere methodisch hochwertige Studien, experimentell orientiert oder in der klinischen Praxis, die die Supervisionsforschung bereichern können. N2 - Background:Supervision plays a central role for the acquisition of therapeutic knowledge and competence and for quality control. Objective:The study aimed at mapping the current evidence regarding cognitive–behavioral supervision, and drawing conclusions for future research. Method:For evidence synthesis, we conducted a scoping review to outline key concepts, the current evidence, and potential gaps in research. In addition to a systematic literature search, forward and backward search strategies were implemented. Results:We included 12 publications on 10 empirical studies. All studies referred to education and training, but only a few examined exercises (e. g., role plays). Mostly, outcomes were evaluated subjectively, and study quality varied. Conclusion:Further methodologically sound studies, experimentally oriented or in clinical care, may support research. KW - clinical supervision KW - review KW - scoping study KW - cognitive behavioral therapy KW - psychotherapy KW - klinische Supervision KW - Übersichtsarbeit KW - kognitive Verhaltenstheraphie KW - Psychoterapie Y1 - 2017 U6 - https://doi.org/10.1026/1616-3443/a000414 SN - 1616-3443 SN - 2190-6297 VL - 46 IS - 2 SP - 73 EP - 82 PB - Hogrefe CY - Göttingen ER - TY - JOUR A1 - Kühne, Franziska A1 - Maaß, Ulrike A1 - Weck, Florian T1 - Einsatz standardisierter Patienten im Psychologiestudium BT - von der Forschung in die Praxis JF - Verhaltenstherapie : Praxis, Forschung, Perspektiven N2 - 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. N2 - Background: Within the pending reformation of the German law of psychotherapy training, education in clinical psychology and the examination of psychotherapeutic competencies are established as more practice oriented. Students will acquire and demonstrate therapeutic skills through interactions with standardized patients (SPs). The aim of the current paper is to enhance evidence-based implementation of these new methods of education and examination by presenting the current evidence regarding the use of SPs and by pointing out areas for further research. Results: Results of recent studies demonstrate that SPs are able to present mental disorders authentically. Prerequisites are, among others, the selection of suitable SPs, detailed role scripts, specific training, feedback, and corrective training. Although some research questions, including the comparative effectiveness of SPs, remain unanswered, practice implications for using SPs in education, examination, and research can be drawn. These implications are illustrated schematically. Conclusions: The use of SPs has large potential for education in clinical psychology and for research on psychotherapy training. With a view to encouraging the widespread use of SPs, we provide exemplary materials (e.g., role script) within the online supplements (see www.­karger.com/doi/10.1159/000509249 [Titel anhand dieser DOI in Citavi-Projekt übernehmen] for all online suppl. material). T2 - Standardized patients in clinical psychology: from research to practice KW - Training KW - Ausbildung KW - Psychotherapie KW - Evidenzbasierte Versorgung KW - training KW - education KW - psychotherapy KW - evidence-based care Y1 - 2021 U6 - https://doi.org/10.1159/000509249 SN - 1016-6262 SN - 1423-0402 VL - 31 IS - 2 SP - 152 EP - 160 PB - Karger CY - Basel ER - TY - JOUR A1 - Kühne, Franziska A1 - Meister, Ramona A1 - Maass, Ulrike A1 - Paunov, Tatjana A1 - Weck, Florian T1 - How reliable are therapeutic competence ratings? BT - results of a systematic review and meta-analysis JF - Cognitive therapy and research N2 - 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. KW - competency KW - therapist competence KW - adherence KW - psychotherapy KW - assessment Y1 - 2019 U6 - https://doi.org/10.1007/s10608-019-10056-5 SN - 0147-5916 SN - 1573-2819 VL - 44 IS - 2 SP - 241 EP - 257 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 - Maaß, Ulrike A1 - Kühne, Franziska A1 - Poltz, Nadine A1 - Lorenz, Anna A1 - Ay-Bryson, Destina Sevde A1 - Weck, Florian T1 - Live supervision in psychotherapy training BT - a systematic review JF - Training and education in professional psychology N2 - 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. KW - psychotherapy KW - feedback KW - bug-in-the-eye KW - training KW - therapist competence Y1 - 2022 U6 - https://doi.org/10.1037/tep0000390 SN - 1931-3918 SN - 1931-3926 VL - 16 IS - 2 SP - 130 EP - 142 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Philipp, Rebecca A1 - Kriston, Levente A1 - Lanio, Jana A1 - Kühne, Franziska A1 - Härter, Martin A1 - Moritz, Steffen A1 - Meister, Ramona T1 - Effectiveness of metacognitive interventions for mental disorders in adults-A systematic review and meta-analysis (METACOG) JF - Clinical psychology & psychotherapy N2 - We evaluated the effectiveness and acceptability of metacognitive interventions for mental disorders. We searched electronic databases and included randomized and nonrandomized controlled trials comparing metacognitive interventions with other treatments in adults with mental disorders. Primary effectiveness and acceptability outcomes were symptom severity and dropout, respectively. We performed random-effects meta-analyses. We identified Metacognitive Training (MCTrain), Metacognitive Therapy (MCTherap), and Metacognition Reflection and Insight Therapy (MERIT). We included 49 trials with 2,609 patients. In patients with schizophrenia, MCTrain was more effective than a psychological treatment (cognitive remediation, SMD = -0.39). It bordered significance when compared with standard or other psychological treatments. In a post hoc analysis, across all studies, the pooled effect was significant (SMD = -0.31). MCTrain was more effective than standard treatment in patients with obsessive-compulsive disorder (SMD = -0.40). MCTherap was more effective than a waitlist in patients with depression (SMD = -2.80), posttraumatic stress disorder (SMD = -2.36), and psychological treatments (cognitive-behavioural) in patients with anxiety (SMD = -0.46). In patients with depression, MCTherap was not superior to psychological treatment (cognitive-behavioural). For MERIT, the database was too small to allow solid conclusions. Acceptability of metacognitive interventions among patients was high on average. Methodological quality was mostly unclear or moderate. Metacognitive interventions are likely to be effective in alleviating symptom severity in mental disorders. Although their add-on value against existing psychological interventions awaits to be established, potential advantages are their low threshold and economy. KW - mental disorders KW - meta-analysis KW - metacognition KW - psychotherapy KW - systematic review Y1 - 2018 U6 - https://doi.org/10.1002/cpp.2345 SN - 1063-3995 SN - 1099-0879 VL - 26 IS - 2 SP - 227 EP - 240 PB - Wiley CY - Hoboken ER -