一切从哪里开始:在认知行为疗法临床培训之前预测初始治疗技能
Jana Schaffrath1, Jana Bommer1, Brian Schwartz1
1Department of Clinical Psychology and Psychotherapy, University of Trier, Trier, Germany.
PloS one
|February 22, 2024
概括
新手心理学学生的外向和弹性可能预测认知行为治疗培训中的初始临床微技能. 促进这些特征可以在模拟患者互动中增强实习生发展.
科学领域:
- 心理学 心理学 心理学
- 临床心理学 临床心理学
- 教育心理学教育心理学
背景情况:
- 对新手心理学学生的有效培训需要了解他们的起点和技能发展.
- 评估最初的临床微技巧对于定制认知行为疗法 (CBT) 培训计划至关重要.
- 新手学生的特点可能会影响他们在治疗干预中的早期表现.
研究的目的:
- 调查新手心理学学生特征对初始临床微技能的影响.
- 在CBT培训中的模拟患者互动中识别临床微技能的预测因素.
- 探索个性特征与早期治疗技能获取之间的关系.
主要方法:
- 44名心理学研究生参加了模拟患者治疗课程.
- 临床微技能的评估是使用从促进人际交往技能 (FIS) 任务和治疗干预和技能 (ITIS) 清单中的基于视频的评级.
- 机器学习 (LASSO回归) 和引导被用于识别和验证微技能预测因素.
主要成果:
- 在标准化场景中,外向和弹性被确定为临床微技能的预测因素,解释了15%的技能变化.
- 在标准化评估中,这些预测因素与微技能没有显著的关联.
- 在会话中的微技能显示出预测指标的不稳定性, LASSO回归排除了竞争力.
结论:
- 最初的证据表明,促进学员的弹性和外向可能有利于认知行为疗法临床培训.
- 需要进一步研究更大的样本大小,以充分阐明临床微技能的发展.
- 了解学员特征对于优化心理学教育中的临床技能获取至关重要.
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