对我来说有点开放:心理学学生在参加学徒培训模式培训后的反思
Nina Jakhelln Laugen1, Torun Grøtte2, Truls Ryum3
1Department of Psychology, Norwegian University of Science and Technology, Trondheim. nina.jakhelln.laugen@ntnu.no.
Research in psychotherapy (Milano)
|September 2, 2024
概括
心理治疗培训可以通过学徒模式来加强,允许学生观察和共同治疗. 这种方法有助于学员发展更广泛的焦点,从自我关注转向以患者为中心的意识和对治疗变革的信心.
科学领域:
- 心理学 心理学 心理学
- 心理治疗培训 心理治疗培训
- 临床心理学 临床心理学
背景情况:
- 传统的心理治疗教育严重依赖于教学方法和监督实践.
- 实习生实时观察经验丰富的治疗师的机会有限.
- 其他职业中常见的学徒模式在心理治疗培训中未得到充分利用.
研究的目的:
- 在心理治疗培训中测试学徒模式的可行性.
- 调查临床心理学学生如何体验这种学徒模式.
- 探索学徒制对学员发展和前景的影响.
主要方法:
- 一项定性试点研究,涉及10名一年级临床心理学学生.
- 学生作为观察员和/或与经验丰富的临床医生共同治疗师.
- 通过主题分析收集和分析反射日志条目 (共66条).
主要成果:
- 出现了五个关键主题,说明了从内部转向外部关注的实习生.
- 主题包括:"通过情绪获取信息"",我将成为什么样的治疗师? ', '把注意力从我转移到另一个', '治疗的不可预测性质'和'对治疗变化的信心越来越大'.
- 学生们了解了治疗动态,治疗师的反应能力和注意力焦点的相互作用.
结论:
- 学徒培训为传统心理治疗教育提供了有价值的补充.
- 它有助于获得难以以以教学方式传授的默认知识.
- 这种模式促进了更加以患者为中心的观点和对治疗实践的信心.
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