Psychotherapie Psychosomatik Medizinische Psychologie最新文献

{"title":"[The lasting scars of early emotional deprivation: A study of the current mental health of former Wochenkrippenkinder (children in day and night nursery care) from East Germany].","authors":"Eva Flemming, Stefanie Knorr, Laura Lübke, Sascha Müller, Luisa Bergunde, Maximilian Ludwig, Kerstin Weidner, Carsten Spitzer, Susann Steudte-Schmiedgen","doi":"10.1055/a-2562-8649","DOIUrl":"https://doi.org/10.1055/a-2562-8649","url":null,"abstract":"<p><p>The care of young children in institutions is typically linked to deprivation, which can negatively impact their psychological development into young adulthood. However, it remains unclear whether early experiences of deprivation also affect psychological well-being in middle and late adulthood. The East German (GDR) weekly nurseries (Wochenkrippen), in which young children and infants were cared for continuously day and night from Monday to Friday, can serve as a testbed for investigating possible long-term psychological consequences of early emotional deprivation.The study examined n=324 former Wochenkrippenkinder (children in weekly nursery care; WK, mean age=55.2 years; 76.9% female) regarding their mental health using self-report questionnaires. In addition, two control groups of former GDR citizens were assessed, a) n=89 participants who experienced day nursery care (TK) and b) n=97 participants who experienced family care only during the first three years of life (FM). A subsample (WK: n=49, TK: n=35, FM: n=44) was examined using a structured clinical interview for mental disorders (Mini-DIPS).The WK group was associated with higher scores across all outcome measures (PHQ-4, CID-S, PSS-10), even after controlling for sociodemographic variables. Regarding the Mini-DIPS, 91.8% of the WK sample met the criteria for at least one diagnosis throughout their lifetime, compared to 60.0% (TK) and 59.1% (FM). Lifetime diagnoses of social anxiety disorder, depressive disorder, and post-traumatic stress disorder were particularly common in the WK sample.Participants who experienced weekly (day and night) nursery care report a markedly higher level of burden concerning various aspects of mental health compared to participants who experienced only day nursery care and participants from exclusive family care. A possible bias due to the self-selection of study participants might limit the generalizability of the results.The results add to the current state of research on the long-lasting detrimental consequences of residential care in early childhood. In the medical history of patients with East German upbringing, special attention should be given to the assessment of possible institutional care in the first years of life.</p>","PeriodicalId":47315,"journal":{"name":"Psychotherapie Psychosomatik Medizinische Psychologie","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144040575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"[Pathologization of LGBTQIA*individuals in psychiatry, psychosomatic medicine, and psychotherapy - historical continuities and implications for medical training and practice].","authors":"Sophie Halcour, Heike Bartel, Georgios Paslakis","doi":"10.1055/a-2577-9908","DOIUrl":"https://doi.org/10.1055/a-2577-9908","url":null,"abstract":"<p><p>The ongoing pathologization and criminalization of sexual and gender minorities means that LGBTQIA*individuals, due to minority stress, are significantly more likely to suffer from mental illness. A connection is made between the involvement of psychiatrists and psychotherapists in the systematic pathologization of LGBTQIA*individuals in the past and the associated implications for medical training and practice in the present.Heuristic methods of knowledge acquisition, using literature research, with a focus on the history of the (de-)pathologization of sexual and gender minorities as well as the associated historical continuities.Various examples of historical continuities in the pathologization of LGBTQIA*persons can be found. Although there has been an increased awareness of the importance of teaching aspects of diversity in medical school in recent years, there is still a need for a medical-historical examination of the pathologization of sexual and gender minorities.An \"active de-pathologization\" can only be achieved by dealing with the medical-psychiatric past in terms of content, including the implementation of such contents in medical education, as part of teaching medical history and the subjects of psychiatry, psychosomatic medicine, and psychotherapy, as well as in the context of courses on history taking.These reflexive processes must continue during psychiatric and psychosomatic training, and residents must be offered specific training on topics in this area.</p>","PeriodicalId":47315,"journal":{"name":"Psychotherapie Psychosomatik Medizinische Psychologie","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144018182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"[Mirror, mirror on the wall: Students' self-assessment of therapeutic skills is prone to systematic biases].","authors":"Laura-Ashley Fraunfelter, Antje B M Gerdes, Georg W Alpers","doi":"10.1055/a-2547-8479","DOIUrl":"https://doi.org/10.1055/a-2547-8479","url":null,"abstract":"<p><p>Self-reflection is considered a central component in the training of clinical psychologists and requires accurate self-assessment of psychotherapeutic competencies. However, previous research suggests that self-assessment of psychotherapeutic skills is prone to biases. The aim of this study was to assess the ability of master's students to evaluate their own competencies and to identify person-specific and situational factors predicting self-assessment.The study was conducted as part of the communication skills practicum in the master's program in Clinical Psychology and Psychotherapy at the University of Mannheim. At the end of the practicum, students conducted an anamnesis interview with simulated patients. Subsequently, 39 master's students assessed their own psychotherapeutic competencies in the anamnesis interview using the Cognitive Therapy Scale. Additionally, a trained expert evaluated the competencies to compare self-assessments with external evaluations. Therapeutic self-efficacy was recorded before the practicum as a person-specific factor predicting self-assessment. The difficulty of the simulated interview was coded to determine situational factors.On average, the agreement between self-assessment and external evaluation of competencies was low (ICC=0.25). Overall, students underestimated their psychotherapeutic competencies, particularly when their performance was above average. However, when their performance was below average, they tended to overestimate their competencies. Especially higher therapeutic self-efficacy predicted more positive self-assessment scores. Higher self-efficacy was also associated with an overestimation of one's own competencies.The results of the study indicate that self-assessment of psychotherapeutic competencies by master's students is subject to systematic biases. Initial findings also suggest that person-specific factors are better predictors of the distortion of self-assessment than situational factors.To ensure beneficial self-reflection, master's students should be trained in the reliable assessment of their own psychotherapeutic competencies.</p>","PeriodicalId":47315,"journal":{"name":"Psychotherapie Psychosomatik Medizinische Psychologie","volume":"75 5","pages":"162-172"},"PeriodicalIF":0.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144045501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"[What do psychotherapists in training and patients think about psychotherapeutic competencies?]","authors":"Wiebke Andersen, Anna Berning, Stefan Sell, Bernhard Strauß, Svenja Taubner","doi":"10.1055/a-2553-1326","DOIUrl":"10.1055/a-2553-1326","url":null,"abstract":"<p><p>To promote the competence of psychotherapists in the long term, it is necessary to adapt the content of the training programs to the specific needs of those involved in therapy. The present study explores which therapeutic competence psychotherapy trainees and patients consider relevant. In addition, it examines the extent to which the understanding of competence aligns within therapist-patient pairs and the role this alignment plays in the therapeutic alliance.Psychotherapy trainees (N=58) and their patients (N=51) were asked two open-ended questions about important therapeutic competences and relevant aspects of a good therapeutic relationship. The answers were assigned to the competence categories of the contextual model by Anderson and Hill and the Facilitative Interpersonal Skills (FIS) by Anderson using a structuring content analysis. In addition, the relationship between the alignment in the answers of therapist-patient pairs and the therapeutic alliance (Working Alliance Inventory - Short Revised) was examined.While relational competence was mentioned most frequently, cultural competence was missing in all responses. Some of the aspects mentioned could not be assigned to any competence field of the contextual model. Regarding a good therapeutic relationship, warmth, acceptance and understanding and alliance bond capacity were particularly emphasized. The alignment in the answers of the therapist-patient pairs was high on average. However, alignment and the therapeutic alliance did not show any significant correlation.The perspectives of the respondents were represented to varying degrees by the theoretical models. The importance of therapists' and patients' competence understanding for therapy needs to be further investigated. The results of the present study are consistent with previous research that shows relationship skills to be a central aspect of psychotherapy. For areas of competence that were missing from the respondents' answers, awareness should be raised specifically within training and further education.</p>","PeriodicalId":47315,"journal":{"name":"Psychotherapie Psychosomatik Medizinische Psychologie","volume":" ","pages":"173-180"},"PeriodicalIF":0.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143789214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"[The development of subjective generic psychodynamic intervention competencies: longitudinal evaluation of the DYNAMIC curriculum].","authors":"Ulrike Dinger, Leoni P H Weintz, Johannes Ehrenthal, Hans-Christoph Friederich, Henning Schauenburg, Timo Storck, Svenja Taubner, Moritz Thake, Christoph Nikendei, Inka Montan","doi":"10.1055/a-2513-0392","DOIUrl":"10.1055/a-2513-0392","url":null,"abstract":"<p><p>Practical training formats for the acquisition of psychotherapeutic competencies and skills are currently being developed and tested for their effectiveness. The DYNAMIC curriculum aims to promote the development of psychodynamic intervention skills over the course of therapeutic training, the overall curriculum consists of 8 practical training seminars in 4 years. The study reported here focuses on self-reported, subjectively perceived longitudinal development of general dynamic intervention skills. For the investigation of this research question, 82 current postgraduate trainees in psychodynamic psychotherapy were recruited and attended practical training seminars. The study period was 2 years, during this time participants attended 1-4 seminars. They reported on their perceived general dynamic intervention skills before and after each seminar. The results show that there is a significant subjective competence increase during the first few seminars, which decreases over the course of the curriculum. At the same time, the average level of subjectively experienced competence increased over the two years studied. Limitations exist due to the self-report scale that was used and the lack of a control group. Despite these limitations, the findings indicate a positive effect of practical training seminars on subjectively perceived general psychodynamic competence development.</p>","PeriodicalId":47315,"journal":{"name":"Psychotherapie Psychosomatik Medizinische Psychologie","volume":" ","pages":"212-219"},"PeriodicalIF":0.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143732395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"[The implementation of clinical micro-skills by therapists during clinical training].","authors":"Jana Bommer, Jana Schaffrath, Anne-Katharina Deisenhofer, Wolfgang Lutz","doi":"10.1055/a-2546-7132","DOIUrl":"10.1055/a-2546-7132","url":null,"abstract":"<p><p>Clinical micro-skills, such as empathic communication, are essential in every therapeutic session, regardless of theoretical orientation or patient diagnosis. These skills should be fostered from the outset of clinical training. This study explores various facets of clinical micro-skills and their development throughout training.The sample included 59 future therapists, comprising master's students and psychotherapists at early and advanced stages of training. Clinical micro-skills were assessed using the Clinical Micro-Skill Training Scale (CMST) by two independent raters, based on reaction videos to scripted patient statements. Skill facets and their progression were analyzed using an Aligned Rank Transform (ART) ANOVA followed by post-hoc tests.The ART ANOVA revealed significant main effects for skill facets (F(2,11)=42.58, p<0,001, ηp²=0,43) and training level (F(2,56)=7,18, p=0,002, ηp²=0,20). Communicative skills were the most developed across all training levels, while interpersonal skills were the least developed. Marked inter-individual differences were observed: some participants excelled across all skill facets, others in only one or two, and some struggled in all three. Differences between training levels were most pronounced in interpersonal skills.The significant differences in clinical micro-skill facets suggest that therapeutic competence should be measured in a differentiated way rather than as a global value. Future research should longitudinally explore how personal strengths and weaknesses can be systematically addressed.</p>","PeriodicalId":47315,"journal":{"name":"Psychotherapie Psychosomatik Medizinische Psychologie","volume":" ","pages":"197-203"},"PeriodicalIF":0.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143732397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"[Assessing therapeutic communication competence of university students in Germany: Lessons learned].","authors":"Saskia Scholten, Julia Anna Glombiewski, Dominik Henrich","doi":"10.1055/a-2535-0754","DOIUrl":"10.1055/a-2535-0754","url":null,"abstract":"<p><p>The construct of therapeutic competence should enable measurement of therapist effectiveness, though this poses challenges. This study aimed to investigate the increase in students' competence in clinical communication skills through objective assessment, and to reflect on learning experiences with competence assessment.Communication techniques were taught over three seminar sessions, each using standardized 20-minute role plays. Between the second and third sessions, the participants received structured or unstructured video supervision. Competence was evaluated by two independent rater groups using an adapted Cognitive Therapy Rating Scale (CTRS).The videos of 82 students were analyzed. Interrater reliability was low in the first group of raters (ICC3,1=0.48) and non-existent in the second group (ICC3,1=0.00). A small main effect of assessment time point was observed, indicating a slight, non-significant increase in clinical communication skills from the first to the third session. Neither the effect of supervision nor the interaction effect was significance.Due to the chosen application of the CTRS, a standardized and objective assessment of therapeutic interviewing skills was not feasible, requiring cautious interpretation of the results regarding clinical communication skills. The fit of the measurement instrument, the standardization of the assessed situation and the lack of experience of the raters probably had affected interrater reliability negatively. These aspects can also be a challenge in the newly introduced parcours examination for the licence to practise psychotherapy and must be taken into account when planning and classifying the evaluation.</p>","PeriodicalId":47315,"journal":{"name":"Psychotherapie Psychosomatik Medizinische Psychologie","volume":" ","pages":"188-196"},"PeriodicalIF":0.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143732388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"[Competence measurement in university psychotherapy training - A pilot study].","authors":"Stefan Blümel, Sabine Steins-Löber","doi":"10.1055/a-2546-7053","DOIUrl":"10.1055/a-2546-7053","url":null,"abstract":"<p><p>The 2020 reform of the German Psychotherapist Act emphasizes competency acquisition in university education. The measurement of competence is therefore of central importance. It remains unclear to what extent Facilitative Interpersonal Skills (FIS) can be used in this context and how additional competence domains can be addressed. The aim of this study is to introduce an assessment procedure for psychotherapeutic competencies as defined by the new licensing regulations.In an online study, 60 students responded to six newly generated video case vignettes covering competence domains relevant to professional practice and licensure. Responses were audio-recorded and assessed using the FIS and a newly developed domain-specific competence scale (FI-KOMP).FIS and FI-KOMP correlated vignette-specific. Interpersonally challenging situations were more difficult to address than less challenging ones. The FIS scale demonstrated good psychometric properties when applied to the new vignettes. The results for FI-KOMP suggest that a domain-specific competence assessment appears to be reasonable. Final grades and sociodemographic data did not predict either of the two scales.The procedure appears suitable for individualizing competence acquisition in university training and may provide a more comprehensive measure of competence. The FIS scale seems to be an appropriate instrument across all newly developed vignettes. The results for FI-KOMP suggest that specific scenarios capture behavioral competencies. A domain-specific competence assessment appears reasonable.The study presents a competence assessment procedure, highlighting challenges and potential for promoting individualized training plans in the master's program. Further research on selection criteria for admissions is encouraged.</p>","PeriodicalId":47315,"journal":{"name":"Psychotherapie Psychosomatik Medizinische Psychologie","volume":" ","pages":"181-187"},"PeriodicalIF":0.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143732389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"[More than just a research tool: A concept for using the Rupture Resolution Ratings System (3RS) in therapist training].","authors":"Markus Tewes, Emma-Luisa Waller, Tim Kaiser, Eva-Lotta Brakemeier","doi":"10.1055/a-2520-3604","DOIUrl":"10.1055/a-2520-3604","url":null,"abstract":"<p><p>Recognizing and adequately dealing with problems in the therapeutic relationship are considered key competencies of psychotherapists. Therefore, a concept for the inclusion of an external observation procedure for the assessment and classification of alliance ruptures in the new German licensing program was tested.In a 7-hour seminar, students were able to learn how to use the Rupture Resolution Rating System (3RS) and central repair strategies for alliance ruptures. A questionnaire regarding possible positive effects of the 3RS and a seminar evaluation form were applied. In addition, video ratings were carried out with the 3RS on the basis of a role-playing exercise in order to record changes in the students' abilities to deal with alliance ruptures.N=35 students took part in the 3RS seminar. The use of the 3RS was considered helpful by students to better recognize problems in the therapeutic alliance (74% agreement) and to be able to deal with them adequately in the future (91% agreement). n=8 students took part in the role-play exercise, of which 3 (37.5%) achieved an improvement in the effectiveness of their repair strategies. The other participants showed no change (n=2, 25%) or a decrease in the effectiveness of repair (n=3, 37.5%).Beyond the research context, applying the 3RS can be useful for teaching central aspects of therapeutic alliance in therapist training. In addition, it offers the potential to demonstrate individual change, although a more standardized basis of assessment is required.</p>","PeriodicalId":47315,"journal":{"name":"Psychotherapie Psychosomatik Medizinische Psychologie","volume":" ","pages":"204-211"},"PeriodicalIF":0.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143524845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"[Being onto psychotherapeutic compentencies - Concepts, methods, curricula].","authors":"Bernhard Strauß, Jana Bommer, Wolfgang Lutz","doi":"10.1055/a-2546-9398","DOIUrl":"https://doi.org/10.1055/a-2546-9398","url":null,"abstract":"","PeriodicalId":47315,"journal":{"name":"Psychotherapie Psychosomatik Medizinische Psychologie","volume":"75 5","pages":"159-161"},"PeriodicalIF":0.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144006492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}