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Intervention training using peer role‐play and standardised patients in psychodynamic psychotherapy trainees
Author(s) -
Nikendei Christoph,
Huber Julia,
Ehrenthal Johannes C.,
Herzog Wolfgang,
Schauenburg Henning,
Schultz JobstHendrik,
Dinger Ulrike
Publication year - 2019
Publication title -
counselling and psychotherapy research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.38
H-Index - 32
eISSN - 1746-1405
pISSN - 1473-3145
DOI - 10.1002/capr.12232
Subject(s) - psychology , competence (human resources) , psychological intervention , intervention (counseling) , psychotherapist , clinical psychology , psychiatry , social psychology
Background Innovative teaching models promoting beneficial therapist behaviour are central to the improvement of psychotherapeutic practice. This study investigated the effects of peer role‐play (RP) and standardised patients (SP) in the context of an intervention skill training course during psychodynamic psychotherapy training. Methods In a mixed‐method approach, effects of intervention training with RP and SP on trainees’ self‐efficacy and intervention use during treatment were investigated using trainees’ self‐report questionnaires, qualitative interviews and psychotherapy session observer ratings. Twenty graduate psychotherapy students (17 female; mean age 36 years) participated in an intervention skill seminar. We assessed subjective ratings of intervention competence before and after training as well as acceptance of the training format. For a subsample of 11 participants, we examined changes in frequency and competency of intervention use with session‐based observer ratings during their current outpatient treatments. Furthermore, 10 participants reflected on their training experiences in open interviews, evaluated using inductive content analysis. Findings The trainees’ self‐efficacy for the trained interventions increased significantly after training. The training was well accepted and subjectively associated with learning success. Training transfer effects were observed regarding higher frequency and competence in the domain of clarifying and mirroring interventions during participants’ outpatient psychotherapy sessions. Qualitative analysis showed training effects for self‐reflection regarding intervention use, while also promoting the development of therapeutic self‐understanding. Conclusion Our findings provide further evidence that RP and SP training can assist the development of psychotherapy skills. Hence, the regular implementation of RP and SP training during graduate psychotherapy training seems feasible.