培养促进人际交往技巧:对一年级临床心理学学生的学徒培训的随机对照研究
Steffen André Fagerbakk1, Heidi Brattland1,2, Nina Jakhelln Laugen1
1Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway.
概括
学徒培训显著改善了临床心理学学生的促进性人际交往技能 (FIS). 这种方法可以增强传统的培训方法,培养必要的治疗技能.
科学领域:
- 临床心理学培训 临床心理学培训
- 心理治疗技能发展发展 心理治疗技能发展
背景情况:
- 促进性人际交往技能 (FIS) 对于有效的治疗至关重要.
- 临床心理学早期的学生需要有效的培训方法来发展这些技能.
研究的目的:
- 评估学徒培训对第一年临床心理学学生FIS的影响.
- 为了比较学徒培训与标准培训的标准培训.
主要方法:
- 108名学生被随机分为两组:习惯性培训和习惯性培训加学徒.
- 实习组每周接受不同治疗师的治疗课程,持续10周.
- 使用基于绩效的观察员评级测试进行了FIS的评估,该测试是在干预前和后进行的.
主要成果:
- 实习小组在FIS中表现出显著的集团内部改善 (d=0.43,p=.001).
- 对照组显示微小,不显著的改善 (d=0.16,p=.16).
- 两组之间的差异有利于学徒制,但没有统计学意义 (d=0.24,p=.15).
结论:
- 实习生培训显示,作为增强早期临床心理学教育中FIS的补充方法具有前途.
- 像联盟债券能力和联盟破裂修复响应能力这样的特定技能显示出了最大的改善.
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