Psychotherapy trainees’ perspective on a longitudinal curriculum for the training of psychodynamic intervention competencies

• Verfasst von: Montan, Inka [VerfasserIn]
• Verfasst von: Dinger, Ulrike [VerfasserIn]
• Verfasst von: Dück, Julia [VerfasserIn]
• Verfasst von: Ehrenthal, Johannes C. [VerfasserIn]
• Verfasst von: Storck, Timo [VerfasserIn]
• Verfasst von: Taubner, Svenja [VerfasserIn]
• Verfasst von: Weintz, Leoni P. H. [VerfasserIn]
• Verfasst von: Thake, Moritz [VerfasserIn]
• Verfasst von: Friederich, Hans-Christoph [VerfasserIn]
• Verfasst von: Schauenburg, Henning [VerfasserIn]
• Verfasst von: Schultz, Jobst-Hendrik [VerfasserIn]
• Verfasst von: Nikendei, Christoph [VerfasserIn]
• Titel: Psychotherapy trainees’ perspective on a longitudinal curriculum for the training of psychodynamic intervention competencies
• Verf.angabe: Inka Montan, Ulrike Dinger, Julia Dück, Johannes C. Ehrenthal, Timo Storck, Svenja Taubner, Leoni P.H. Weintz, Moritz Thake, Hans-Christoph Friederich, Henning Schauenburg, Jobst-Hendrik Schultz, Christoph Nikendei
• Jahr: 2022
• Umfang: 9 S.
• Fussnoten: Gesehen am 06.02.2023
• Titel Quelle: Enthalten in: Psychoanalytic psychology
• Ort Quelle: Washington, DC : Educational Publ. Foundation, 1984
• Jahr Quelle: 2022
• Band/Heft Quelle: 39(2022), 4, Seite 321-329
• ISSN Quelle: 1939-1331
• DOI: doi:10.1037/pap0000418
• Datenträger: Online-Ressource
• Sprache: eng
• Sach-SW: Curriculum
• Sach-SW: Feedback
• Sach-SW: Intervention
• Sach-SW: Interviews
• Sach-SW: Professional Competence
• Sach-SW: Psychodynamic Psychotherapy
• Sach-SW: Psychodynamics
• Sach-SW: Psychotherapy
• Sach-SW: Psychotherapy Training
• Sach-SW: Role Playing
• Sach-SW: Therapist Trainees
• K10plus-PPN: 1833251881

Abstract

In psychotherapy training, longitudinal practice-based curricula for the development of psychodynamic intervention competencies are scarce. Based on Kern et al.’s (1998) cycle of curriculum development we conceptualized, implemented and evaluated a longitudinal curriculum for the development of psychodynamic intervention competencies (DYNAMIC curriculum). Didactic elements include practice-oriented training in small groups, enfolding model learning, peer- and standardized patient role-play, and qualified feedback. To qualitatively explore (a) perceived competency development of psychotherapy trainees participating in the DYNAMIC curriculum, and (b) their evaluation of the didactic formats. The curriculum comprises eight modules addressing specific psychodynamic intervention types and was implemented at a university-based German psychotherapy training institute. For qualitative evaluation, semistandardized interviews were conducted with trainees after each module. Questions addressed (a) self-perceived competency development, and (b) evaluation of teaching formats. Interviews were analyzed applying qualitative content analysis (Mayring, 2015). Eighty-six interviews with 41 participants were conducted. (a) Participants perceived a growth in their psychodynamic intervention competencies with respect to skills, attitude, and knowledge (1) using the interventions more deliberately, (2) adapted to patients’-and situational conditions, (3) feeling more self-confident. They realized the importance of the therapeutic relationship and the trade-off between activity and reluctance in their therapeutic role. (b) Interviewees evaluated the role-plays plus feedback as a valuable opportunity to practice the interventions in a protected fault-forgiving environment. Participants perceived the DYNAMIC curriculum as increasing their psychodynamic intervention competencies and shaping their therapeutic attitude. (PsycInfo Database Record (c) 2022 APA, all rights reserved)