Healing involvement and stressful involvement experienced by psychotherapy trainees: Patterns, correlates and perceived development

Background and Method: The experiences of 454 psychotherapy trainees when providing therapy to patients were surveyed in a multinational sample largely from European countries, as part of the collaborative SPRISTAD study, using established measures of trainees' Healing Involvement (HI) and Stressful Involvement (SI). Results: The results of cross-sectional analyses included the delineation of four differential patterns of therapeutic work involvement showing approximately half the trainees experienced an Effective Practice (high HI, low SI) while the other half experienced either a Challenging Practice (high HI, high SI), a Disengaged Practice (low HI, low SI) or a Distressing Practice (low HI, high SI). Discussion: Strong-to-moderate correlations were found between involvement styles and trainees' individual personal and professional characteristics, and among training programme and workplace situational conditions, and their possible applications to candidate selection and training practices were discussed. A strong association was seen between HI and SI qualities of trainees' therapeutic work and their positive or negative experiences of current professional development. Implications for training and hypotheses for future longitudinal studies were proposed based on the results.</p

Evidence-based psychotherapeutic interventions for young people with mood disorders: a systematic review

INTRODUCTION: Mood disorders are amongst the most common groups of mental disorders in young people (YP). Depression may affect 8-20% of all YP and may result in a cascade of negative developmental outcomes predicting long-term morbidity and poor functioning. In view of this, the COST action ‘European Network of Individualized Psychotherapy Treatment of Young People with Mental Disorders’ (TREATme) was set up to help improve mental health services in YP.OBJECTIVES: One of the overarching aims of TREATme is to carry out a systematic review to assess for the effectiveness of psychotherapeutic interventions in YP. In this study, we present results from the systematic review of treatment effectiveness of youth interventions for mood disorders.[excerpt]peer-reviewe

Förderung der Kommunikation und Kooperation via e-Learning durch Lösung und Erstellung interdisziplinärer Fallszenarien

Background: An increasing number of patients to treat combined with a rapidly growing amount of knowledge to integrate, is challenging for future doctors. To take the medical history and diagnose effectively, to send the patient to an expert, to create a relevant expert to expert communication, to discuss with the patient, the time needed for a decision, should be as short as possible. Investigating medical students' cognitive processes while solving a patient's case leads to the conclusion that educators should help and facilitate these reasoning and communication processes. Developments in information technology offer a large variety of tools for educators. Method: Practicing repeated memory retrieval in clinically relevant virtual settings leads to more durable storage of theoretical knowledge, especially when applying the theoretical knowledge to meaningful cases. The cases in the present e-learning tool are only solvable when knowledge is coherent, communicated and well-organized, as they demand combination of different interdisciplinary knowledge-fields. Thus, by practicing in the virtual environment, prospective memory (i.e. the ability to remember to do something in the future) is changed and the intention and attention in learning processes is shaped and adapted to the core requirements of clinical practice. Conclusion: Case-based learning can be a promising approach to teach students how to investigate and ask for important information. This paper focuses on undergraduate education and provides an outlook on possible concepts that can be used in different health care sectors.Hintergrund: Die immer größer werdende Anzahl an Patienten, sowie eine ständige Zunahme des medizinischen Wissens, das integriert werden soll, stellt für angehende Ärzte eine große Herausforderung dar. Die Zeit, die für eine Anamnese und Diagnosestellung, für eine korrekte Überweisung, für das Expertengespräch untereinander, für den Diskussionsprozess mit dem Patienten, aufgewendet werden muss, sollte so kurz wie möglich gehalten werden. Untersuchungen der kognitiven Prozesse von Medizinstudenten*innen, die sich einen Patientenfall angesehen haben, zeigten, dass der Kommunikations- und Entscheidungsprozess bzw. die Entscheidungsfindung im klinischen Alltag besser gelehrt werden sollte. Entwicklungen neuer Technologien für die Ausbildung bieten eine Vielzahl von Möglichkeiten für die medizinische Lehre. Methode: In einer virtuellen Lernumgebung wird anhand von Fallbeispielen theoretisches Wissen angewandt. Fazit: Fallbasiertes Lernen kann ein Ansatz sein, um den Studierenden zu vermitteln, wie sie einen Patientenfall adäquat bearbeiten und die wesentlichen Informationen abfragen und systemrelevant kommunizieren. Die Arbeit gibt einen Einblick in die Medizinausbildung und kann für Weiterbildung in anderen Gesundheitsberufen verwendet werden

Psychological Interventions for Young People With Psychotic Disorders: A Systematic Review

Background: Psychotic disorders are commonly accompanied by intense psychological burden, and psychological interventions are usually needed in order to reduce the symptoms and help in maintaining or improving the level of psychological and social functioning after the onset of psychosis. The evidence-base for treating young people at risk for psychosis and adults with psychotic disorders is accumulating. Yet, pervasive systematic literature reviews that would include patients from the full age range being the most essential period for the risk of developing a psychotic disorder, a wide range of psychological interventions, and various types of clinical trials, have been lacking. The aim of this systematic review is to fill the gap by presenting the current research evidence from clinical trials on the effectiveness of psychological interventions for treating young people (12–30) with psychotic disorders. Methods: A systematic search was conducted in PubMed and PsycINFO followed by a 3-step screening process based on the PICOS strategy. Risk of bias of the included studies was assessed by the Mixed Methods Appraisal Tool (MMAT). Extracted data from the included studies is reported using a narrative synthesis. Results: Of the 1,449 publications screened, 40 from 25 studies were included in the review. Of these, 10 studies reported results from cognitive or behavioral therapy, nine from cognitive remediation therapy (CRT), and six from other types of therapies (i.e., integrative interventions combining psychoeducation and family/group interventions). All but one study found the target interventions to be effective, but the results mostly did not differ significantly from the control conditions in reducing symptoms and improving functioning, preventing relapses and hospitalization, or improving psychological or family variables. The most consistent findings were from CRT, showing more improvement in cognitive functioning compared to control conditions while not being superior in reducing symptom severity. Integrative interventions might be effective in treating young people suffering from psychotic disorders. Conclusion: There is some evidence that psychological interventions are effective for young people with psychotic disorders. However, with regard to symptom severity, psychotherapy does not outperform control conditions, and the results do not strongly favor any specific type of treatment. Systematic Review Registration: [https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42020166756], identifier [CRD42020166756]. Copyright © 2022 Gergov, Milic, Löffler-Stastka, Ulberg, Vousoura and Poulsen