Psychotherapy trainees’ perspective on a longitudinal curriculum for the training of psychodynamic intervention competencies.

Psychoanalytic Psychology, Vol 39(4), Oct 2022, 321-329; doi:10.1037/pap0000418In psychotherapy training, longitudinal practice-based curricula for the development of psychodynamic intervention competencies are scarce. Based on Kern et al.’s (1998) cycle of curriculum development we conceptualized, implemented and evaluated a longitudinal curriculum for the development of psychodynamic intervention competencies (DYNAMIC curriculum). Didactic elements include practice-oriented training in small groups, enfolding model learning, peer- and standardized patient role-play, and qualified feedback. To qualitatively explore (a) perceived competency development of psychotherapy trainees participating in the DYNAMIC curriculum, and (b) their evaluation of the didactic formats. The curriculum comprises eight modules addressing specific psychodynamic intervention types and was implemented at a university-based German psychotherapy training institute. For qualitative evaluation, semistandardized interviews were conducted with trainees after each module. Questions addressed (a) self-perceived competency development, and (b) evaluation of teaching formats. Interviews were analyzed applying qualitative content analysis (Mayring, 2015). Eighty-six interviews with 41 participants were conducted. (a) Participants perceived a growth in their psychodynamic intervention competencies with respect to skills, attitude, and knowledge (1) using the interventions more deliberately, (2) adapted to pati...
Source: Psychoanalytic Psychology - Category: Psychiatry & Psychology Source Type: research