TY  - GEN
A1  - Kaufmann, Yvonne M.
A1  - Maiwald, Lisa
A1  - Schindler, Svenja
A1  - Weck, Florian
T1  - Wie wirkt sich mehrmaliges Kompetenz-Feedback auf psychotherapeutische Behandlungen aus?
T1  - How does multiple competence feedback affect psychotherapeutic treatment?
BT  - eine qualitative Analyse
BT  - a qualitative analysis
T2  - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - Theoretischer Hintergrund: Einflüsse von therapeutenorientiertem Kompetenz-Feedback in der Psychotherapieausbildung wurden bislang wenig untersucht. 
Fragestellung: Wie gehen Ausbildungstherapeuten mit Feedback um? Welchen Einfluss hat ein regelmäßiges Kompetenz-Feedback auf die Qualität 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 Veränderungen durch Feedback“ sowie „Verbesserungswünsche“. 
Schlussfolgerungen: Therapeuten streben eine Umsetzung des Feedbacks an, welches sich auf die Behandlung, die Supervision, die eigene Person und die therapeutische Beziehung auswirkt.
N2  - Background: To date, the influence of therapist-oriented feedback in psychotherapy training has rarely been investigated. 
Objective: How do therapists in training deal with competence feedback? What influence does a regular competence feedback have on treatment quality (especially therapy sessions, therapeutic alliance, the therapist, supervision)? 
Method: We interviewed 11 therapists using a semistructured interview guide. The text material was analyzed with qualitative content analysis (Mayring, 2015). 
Results: The interview-based system of categories consists of: expectations toward feedback; perception of feedback; processing of feedback; consequences, effects, and changes due to feedback; and suggestions for improvement. 
Conclusion: Therapists strive to implement feedback. Competence feedback has an impact on treatment, supervision, the therapist, and the therapeutic alliance.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 614 
KW  - Feedback
KW  - Psychotherapeutische Ausbildung
KW  - Psychotherapeutische Kompetenzen
KW  - Qualitative Inhaltsanalyse
KW  - Supervision
KW  - feedback
KW  - psychotherapy training
KW  - psychotherapeutic competencies
KW  - qualitative content analysis
KW  - clinical supervision
Y1  - 2020
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-434066
SN  - 1866-8364
IS  - 614
SP  - 96
EP  - 106
ER  - 
TY  - GEN
A1  - Kühne, Franziska
A1  - Maas, Jana
A1  - Wiesenthal, Sophia
A1  - Weck, Florian
T1  - Empirical research in clinical supervision
BT  - a systematic review and suggestions for future studies
T2  - Postprints der Universität Potsdam Humanwissenschaftliche Reihe
N2  - Background: Although clinical supervision is considered to be a major component of the development and maintenance of psychotherapeutic competencies, and despite an increase in supervision research, the empirical evidence on the topic remains sparse.

Methods: Because most previous reviews lack methodological rigor, we aimed to review the status and quality of the empirical literature on clinical supervision, and to provide suggestions for future research. MEDLINE, PsycInfo and the Web of Science Core Collection were searched and the review was conducted according to current guidelines. From the review results, we derived suggestions for future research on clinical supervision.

Results: The systematic literature search identified 19 publications from 15 empirical studies. Taking into account the review results, the following suggestions for further research emerged: Supervision research would benefit from proper descriptions of how studies are conducted according to current guidelines, more methodologically rigorous empirical studies, the investigation of active supervision interventions, from taking diverse outcome domains into account, and from investigating supervision from a meta-theoretical perspective.

Conclusions: In all, the systematic review supported the notion that supervision research often lags behind psychotherapy research in general. Still, the results offer detailed starting points for further supervision research.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 580 
KW  - Supervision
KW  - Clinical supervision
KW  - Systematic review
KW  - Evidence-based psychotherapy
Y1  - 2019
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-438721
SN  - 1866-8364
IS  - 580
ER  -