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Teaching problem-oriented therapy.

C Ringer1, A Blaser, M Thommen

  • 1Psychiatrische Universitätspoliklinik Bern, Schweiz.

Psychotherapy and Psychosomatics
|January 1, 1990
PubMed
Summary
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This study introduces problem-oriented therapy (POT) training for psychotherapists. Learning from practical cases in groups enhances therapeutic competence and self-awareness.

Area of Science:

  • Psychotherapy Training
  • Clinical Psychology
  • Medical Education

Background:

  • The therapeutic approach is problem- and patient-oriented.
  • The didactic concept mirrors this by being problem- and therapist-oriented.
  • Group learning from practical cases is central to the training.

Purpose of the Study:

  • To describe a problem-oriented therapy (POT) training model for psychotherapists.
  • To highlight the benefits of group learning and therapist-oriented approaches in psychotherapy education.
  • To foster key therapeutic competencies, including self-observation and relational skills.

Main Methods:

  • Training groups consist of 4 assistant doctors and a supervisor, meeting for approximately one year.
  • Utilizes a structured problem-oriented therapy (POT) framework to guide therapist-patient dialogue.

Related Experiment Videos

  • Incorporates rotating roles of observer and therapist within the group setting.

    • Main Results:

    • The POT framework provides structure for beginners and flexibility for experienced therapists.
    • The dynamic group roles enhance group cohesion and develop dual observational skills.
    • This approach supports therapists in maintaining close patient relationships while observing the process objectively.

    Conclusions:

    • Problem-oriented learning is essential for accommodating diverse therapist experiences and preferences.
    • The POT training model effectively cultivates advanced therapeutic competencies.
    • The training is supplemented by specialized method tutorials and individual supervision sessions.