通过教学教学培养精神分析案例概念化技能:一个随机对照试验
Niccolò Fiorentino Polipo1, Jochem Willemsen1, Marie Hustinx1
1Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium.
概括
教学培训可以提高心理学学生的特定精神分析案例概念化技能. 这项研究表明,这些技能与通用案例概念化不同,表明有针对性的培训是有效的.
科学领域:
- 心理学 心理学 心理学
- 临床心理学 临床心理学
- 心理治疗培训 心理治疗培训
背景情况:
- 时间有限的教学干预有效地建立通用案例概念化技能.
- 这项研究调查了类似的干预措施是否可以培养治疗特定的案例概念化技能.
研究的目的:
- 为了确定精神分析案例概念化技能是否可以通过教学干预来教授.
- 确定这些技能是否与通用案例概念化能力不同.
主要方法:
- 大学心理学学生被随机分配到目标组 (n=62) 和对照组 (n=62).
- 目标群体接受了使用操作者模型的精神分析案例概念化培训.
- 对照组接受了使用5 Ps模型对通用病例概念化的培训.
主要成果:
- 两组在案例概念化中都显示出自我效能增加.
- 目标群体在精神分析病例概念化和临床推断能力方面表现出明显的改善.
- 5P模型对学生来说比操作者模型更容易接受.
结论:
- 这个随机对照试验 (RCT) 提供了第一个证据,即精神分析案例概念化技能可以通过教学教学来发展.
- 精神分析案例概念化技能是特定的,并不是通过学习通用案例概念化技能本质上得到改善的.
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