实时与延迟监督:一个随机对照试验与心理学学生
Ulrike Maaß1, Klara Eisert1, Jasmin Ghalib1
1Department of Clinical Psychology and Psychotherapy, University of Potsdam.
Psychotherapy (Chicago, Ill.)
|April 1, 2025
概括
监督提高心理学学生的治疗技能和联盟. 实时监督 (LS) 和延迟监督 (DS) 显示出相似的有效性,学生认为DS更具影响力.
科学领域:
- 心理学 心理学 心理学
- 临床心理学 临床心理学
- 监督研究 监督研究
背景情况:
- 治疗监督对于发展临床技能至关重要.
- 监管反的时间 (即时或延迟) 可能会影响其有效性.
- 了解不同监督格式的影响对于培训心理学家至关重要.
研究的目的:
- 为了确定监督是否改善治疗技巧和联盟.
- 为了比较即时 (实时) 与延迟监督反的有效性.
- 评估监督对学生自我效能和其他相关变量的影响.
主要方法:
- 80名心理学学生被随机分配到实时监督 (LS) 或延迟监督 (DS) 中.
- 参与者与标准化患者进行模拟治疗会话.
- 包括技能,自我效能和联盟在内的结果从多个角度进行了评估.
主要成果:
- 监督显著提高了学生的技能,自我效能和治疗联盟.
- 在所有测量结果中,实时监督 (LS) 并没有明显优于延迟监督 (DS).
- 学生认为延迟监督 (DS) 更有效,尽管监督关系的质量类似.
结论:
- 监督对核心临床能力和治疗联盟产生积极影响.
- 实时和延迟监督格式都是有效的,并被学生积极看待.
- 需要进一步的研究来阐明驱动不同监督时间的好处的具体机制.
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