Refine
Is part of the Bibliography
- yes (38)
Keywords
- psychotherapy (9)
- psychotherapy training (6)
- assessment (4)
- clinical supervision (4)
- hypochondriasis (4)
- therapist competence (4)
- activity preference (3)
- feedback (3)
- mental disorders (3)
- preference (3)
- preference assessment (3)
- psychotherapeutic competencies (3)
- psychotherapy process (3)
- validation study (3)
- Fragebogen (2)
- Krankheitsangst (2)
- Lernen (2)
- Obsessive-compulsive disorder (2)
- Psychodiagnostics (2)
- Psychologiestudierende (2)
- Psychometric properties (2)
- Screening (2)
- adherence (2)
- client preferences (2)
- cognitive behavioral therapy (2)
- education (2)
- evidence-based training (2)
- expectancies (2)
- health anxiety (2)
- illness anxiety disorder (2)
- interpersonal behavior (2)
- psychische Störungen (2)
- public involvement (2)
- qualitative content analysis (2)
- review (2)
- therapeutic alliance (2)
- training (2)
- Acceptance and Commitment Therapy (ACT), (1)
- Adherence (1)
- Adhärenz (1)
- Akzeptanz- und Commitmenttherapie (ACT) (1)
- Angststörungen (1)
- Anxiety disorders (1)
- Ausbildung (1)
- Behandlungsintegrität (1)
- C-NIP (1)
- Cognitive Behavioral Therapy (CBT) (1)
- Cognitive behavior therapy (1)
- Evidenzbasierte Versorgung (1)
- Health Norms Sorting Task (1)
- Hypochondriasis (1)
- Hypochondrie (1)
- Inhibition (1)
- Kognitiv-verhaltenstherapeutische Behandlung (1)
- Kognitive Verhaltenstherapie (1)
- Kognitive Verhaltenstherapie (KVT) (1)
- Kompetenz (1)
- Learning (1)
- Literaturrecherche (1)
- OCD (1)
- Psychometrie (1)
- Psychoterapie (1)
- Psychotherapeut_innen (1)
- Psychotherapeutische Ausbildung (1)
- Psychotherapie (1)
- Psychotherapy research (1)
- Qualitative Inhaltsanalyse (1)
- Selbsterfahrung (1)
- Sensitivität und Spezifität (1)
- Simulated patients (1)
- Simulationspatient_innen (1)
- Standardized patients (1)
- Supervisee Levels Questionnaire (1)
- Systematic review (1)
- Training (1)
- Treatment Integrity (1)
- activity preference; (1)
- alliance (1)
- anxiety disorder (1)
- attribution (1)
- authenticity (1)
- bug-in-the-eye (1)
- cognitive therapy (1)
- cognitive-behavioral therapy (1)
- cognitive-behavioural therapy (1)
- competencies (1)
- competency (1)
- context effects (1)
- counseling self-efficacy (1)
- counselor activity self-efficacy scales (1)
- evidence-based care (1)
- evidenzbasiertes Training (1)
- exploratory structural equation modeling (1)
- exposure therapy (1)
- factor structure (1)
- free association (1)
- general change mechanisms (1)
- illness anxiety (1)
- klinische Supervision (1)
- kognitive Verhaltenstheraphie (1)
- learning (1)
- literature search (1)
- live supervision (1)
- long-term follow-up (1)
- major depression (1)
- mental hypochondriasis (1)
- mentale Hypochondrie (1)
- meta-analysis (1)
- non-response (1)
- outcome (1)
- panic disorder with agoraphobia (1)
- personal practice (1)
- predictors of outcome (1)
- prevention (1)
- process research (1)
- psychology (1)
- psychology students (1)
- psychometrics (1)
- psychotherapists (1)
- psychotherapy trainees (1)
- questionnaire (1)
- questionnaires (1)
- randomized controlled trial (1)
- role-play (1)
- scoping study (1)
- sensitivity and specificity (1)
- simulated patients (1)
- simulation-based (1)
- simulationsbasierte Lehre (1)
- skill (1)
- somatic symptom disorder (1)
- standardized patients (1)
- students (1)
- supervisory strategies (1)
- symptom evaluation (1)
- systematic review (1)
- therapeutic (1)
- therapeutic competence (1)
- therapeutische (1)
- treatment outcome (1)
- treatment response (1)
- validation (1)
- Übersichtsarbeit (1)
Institute
- Department Psychologie (38) (remove)
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.
Theoretischer Hintergrund:
Selbsterfahrung ist zentraler Bestandteil der Psychotherapieausbildung. Gleichzeitig wurde Selbsterfahrung selten empirisch untersucht.
Fragestellung:
Ziel unserer Studie war es, Bedingungen und Effekte hilfreicher Selbsterfahrung zu explorieren.
Methode:
Vierzehn verhaltenstherapeutische Ausbildungskandidat_innen wurden anhand halbstrukturierter Leitfadeninterviews befragt. Die Auswertung erfolgte mittels qualitativer Inhaltsanalyse nach Mayring (2015).
Ergebnisse:
Verschiedene Bedingungen wurden mit hilfreich erlebter Selbsterfahrung in Zusammenhang gebracht: Merkmale der Selbsterfahrungsleitung (u. a. Durchführungskompetenz), der Organisation, der Teilnehmer_innen (Lernbereitschaft), die behandelten Themen und die eingesetzten Techniken, sowie eine tragfähige Arbeitsbeziehung. Berichtete positive Effekte waren u. a. die Förderung interpersoneller Kompetenzen. Zudem wurden Nebenwirkungen und negative Effekte formuliert (u. a. Erschöpfung).
Schlussfolgerungen:
Bedingungen zur Durchführung von als hilfreich erlebter Selbsterfahrung und Effekte von Selbsterfahrung wurden aus Sicht der Teilnehmer_innen extrahiert.
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.
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.
Clinical supervision is regarded as one of the most important components of psychotherapy training. In clinical practice, it has been found that the implementation of clinical supervision varies substantially and often differs from the recommendations made in the literature. The objective of the current study was to investigate the frequency of topics (e.g. ethical issues) and techniques (e.g. role play) in the clinical supervision of psychotherapy trainees in Germany. To this end, we considered supervisions in cognitive behavioural therapy (CBT) and psychodynamic therapy (PT). A total of 791 psychotherapy trainees (533 CBT and 242 PT) were asked via the internet to provide information about their current supervision sessions. We found that clinical supervision in psychotherapy training addressed topics that are central for the effective treatment of supervised patients (i.e. therapeutic interventions, therapeutic alliance, maintaining factors, and therapeutic goals). However, the most frequently used intervention in clinical supervision in psychotherapy training was case discussion. Rarely were techniques used that allowed the supervisor to give the supervisee feedback based on the supervisee's demonstrated competencies. For example, 46% of the supervisors never used audiotapes or videotapes in the supervision. Differences between CBT and PT were rather small. Current practice regarding the techniques used in clinical supervision for psychotherapy trainees contradicts recommendations for active and feedback-oriented clinical supervision. Thus the potential of clinical supervision might not be fully used in clinical practice.
Objective
There is a very limited amount of research on the relationship between therapist and patient in‐session behavior and treatment outcome in cognitive behavioral therapy (CBT) for panic disorder with agoraphobia (PD/AG). Additionally, the findings tend to be inconclusive. This study investigates the association between therapist competence, adherence, patient interpersonal behavior, and therapeutic alliance and outcome in a low‐control CBT setting by using comprehensive measures.
Methods
Twenty‐six patients with PD/AG received 12 sessions of exposure‐based CBT. With regard to the outcome, treatments were classified either as problematic or nonproblematic by means of distinct criteria. Two raters evaluated the in‐session behavior.
Results
Patient interpersonal behavior was significantly associated with outcome at follow‐up (r = 0.49). At posttreatment, the correlation did not reach significance ( r = 0.34). Competence, adherence, and alliance were not outcome associated.
Conclusion
The findings emphasize the need for therapists to pay particular attention to patients’ interpersonal behavior during treatment.
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.
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.
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.
ObjectivesThe use of simulated and standardized patients (SP) is widely accepted in the medical field and, from there, is beginning to disseminate into clinical psychology and psychotherapy. The purpose of this study was therefore to systematically review barriers and facilitators that should be considered in the implementation of SP interventions specific to clinical psychology and psychotherapy.MethodsFollowing current guidelines, a scoping review was conducted. The literature search focused on the MEDLINE, PsycINFO and Web of Science databases, including Dissertation Abstracts International. After screening for titles and abstracts, full texts were screened independently and in duplicate according to our inclusion criteria. For data extraction, a pre-defined form was piloted and used. Units of meaning with respect to barriers and facilitators were extracted and categorized inductively using content-analysis techniques. From the results, a matrix of interconnections and a network graph were compiled.ResultsThe 41 included publications were mainly in the fields of psychiatry and mental health nursing, as well as in training and education. The detailed category system contrasts four supercategories, i.e., which organizational and economic aspects to consider, which persons to include as eligible SPs, how to develop adequate scenarios, and how to authentically and consistently portray mental health patients.ConclusionsPublications focused especially on the interrelation between authenticity and consistency of portrayals, on how to evoke empathy in learners, and on economic and training aspects. A variety of recommendations for implementing SP programs, from planning to training, monitoring, and debriefing, is provided, for example, ethical screening of and ongoing support for SPs.