Universität zu Köln

Montan, Inka, Dinger, Ulrike, Duck, Julia, Ehrenthal, Johannes C. ORCID: 0000-0002-9428-3763, Storck, Timo ORCID: 0000-0001-9225-2536, Taubner, Svenja, Weintz, Leoni P. H., Thake, Moritz, Friederich, Hans-Christoph, Schauenburg, Henning, Schultz, Jobst-Hendrik and Nikendei, Christoph (2022). Psychotherapy Trainees' Perspective on a Longitudinal Curriculum for the Training of Psychodynamic Intervention Competencies. Psychoanal. Psychol., 39 (4). S. 321 - 330. WASHINGTON: EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC. ISSN 1939-1331

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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.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Montan, Inka UNSPECIFIED UNSPECIFIED UNSPECIFIED Dinger, Ulrike UNSPECIFIED UNSPECIFIED UNSPECIFIED Duck, Julia UNSPECIFIED UNSPECIFIED UNSPECIFIED Ehrenthal, Johannes C. UNSPECIFIED orcid.org/0000-0002-9428-3763 UNSPECIFIED Storck, Timo UNSPECIFIED orcid.org/0000-0001-9225-2536 UNSPECIFIED Taubner, Svenja UNSPECIFIED UNSPECIFIED UNSPECIFIED Weintz, Leoni P. H. UNSPECIFIED UNSPECIFIED UNSPECIFIED Thake, Moritz UNSPECIFIED UNSPECIFIED UNSPECIFIED Friederich, Hans-Christoph UNSPECIFIED UNSPECIFIED UNSPECIFIED Schauenburg, Henning UNSPECIFIED UNSPECIFIED UNSPECIFIED Schultz, Jobst-Hendrik UNSPECIFIED UNSPECIFIED UNSPECIFIED Nikendei, Christoph UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-676326
DOI:	10.1037/pap0000418
Journal or Publication Title:	Psychoanal. Psychol.
Volume:	39
Number:	4
Page Range:	S. 321 - 330
Date:	2022
Publisher:	EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
Place of Publication:	WASHINGTON
ISSN:	1939-1331
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language OF-THE-LITERATURE; PEER ROLE-PLAY; STANDARDIZED PATIENTS; SIMULATED PATIENTS; ALLIANCE; PSYCHOLOGY; SKILLS; MENTALIZATION; INTERVIEWS; ENOUGH Multiple languages Psychology, Clinical; Psychology, Psychoanalysis Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/67632