Zusammenfassung: beziehungskompetenzen von psychotherapeutinnen zählen therapieschulenübergreifend zu zentralen elementen gelingender psychotherapie. Diese in der psychotherapie-ausbildung entsprechend zu erlernen ist unerlässlich. in unserer Studie fokussieren wir auf interpersonelle problemlösekompetenzen von ausbildungsteilnehmerinnen und fragen ob diese erlern-und entsprechend evaluierbar sind. Zu diesem Zweck wurde das psychotherapeutische Fachspezifikum Psychodrama am institut für psychosoziale intervention und Kommunikationsforschung (universität innsbruck) über mehrere Jahre durch Forschung begleitet. Zur erfassung interpersonaler probleme setzten wir das iip - inventar ein. in diesem pilotprojekt zeigt sich, dass das iip grundsätzlich in der psychotherapie-ausbildungsforschung erkenntnisgenerierend ist. im Laufe der Ausbildung haben sich wesentliche Beziehungsmerkmale signifikant verbessert. Die interpersonelle problemlösekompetenz der ausbildungsgruppe hat sich deutlich gesteigert.Schlüsselwörter: psychodrama · beziehungskompetenz · interpersonale Kompetenz · inventar zur erfassung interpersonaler probleme · psychotherapieausbildung · evaluation Development of interpersonal problem solving competences during psychotherapy training in psychodrama Abstract: psychotherapists' skills regarding relationships are the key elements of successful psychotherapy for all psychotherapeutic schools. During psychotherapy training programs it is essential to train those skills. This survey aims of finding out if trainees learn relational and interpersonal problem solving competencies during their psychotherapy training and if these competencies are measurable and evaluable. For this reason, the psychodrama training program at the "institute for psychosocial intervention and Communications research" (university of innsbruck)

Zusammenfassung: in diesem beitrag wird vor dem Hintergrund des Ziels von psychotherapieausbildungen, den Kandidatinnen psychotherapeutische Kompetenzen zu vermitteln, der Kompetenzerwerb in der psychodramaausbildung mit einem instrument untersucht, das in der Dramatherapie selbst entwickelt wurde: dem Diagnostic role-playing test (Drpt) nach Johnson. Der Fokus richtet sich dabei auf die Kompetenzen Spontaneität und Kreativität in der rollenausgestaltung. Die analyse selbst erfolgt aus einer sozialwissenschaftlichen perspektive und orientiert sich an der grounded theory. Die ergebnisse der vergleichenden analyse - beginn der ausbildung und am ende derselben -zeigen deutliche Veränderungen in der ausgestaltung der rollen. im Drpt kann zur untersuchung dieser Veränderungen ein hoch geeignetes instrument gesehen werden.Schlüsselwörter: psychotherapieausbildungsforschung · Kompetenzerwerb · Diagnostic role-playing test · Stereotypen · grounded theory · psychodrama Role play in psychodrama training in the focus of social researchAbstract: in this paper we survey the process of acquirement of competences during psychodrama training with a diagnostic method that was developed out of drama therapy: the Diagnostic role-playing test (Drpt) from Johnson. the background of this examination is that psychotherapy trainings aim to teach psychotherapeutic competences to candidates. We put the focus on following competences: spontaneity and creativity in the composition of a role. We analyse the data under the perspective of social research on the basis of grounded theory. the results of the comparison between beginning and ending of the training show explicit changes in the organization of roles of participants. the Drpt is an appropriate method to examine changes in that sense.

The Banjarnegara–Jemblung Landslide was triggered on December 12th 2014 near the village of Jemblung in Central Java (Indonesia). The disaster occurred on the northern slope of Mount Gunung Telagalele and caused more than 100 fatalities, leading to the most disastrous landslide in Indonesia during the last decades. The event is characterized by multiple slope failures forming two landslide events A and B, with two connected scarps but two separated runout paths. According to eyewitnesses, landslide A was mobilized only a few minutes after the initial failure of B. Initially, both landslides began as earth slides which subsequently developed into very to extremely rapid earth flows. Although the failure volume was moderate, both slide-flows reached very high velocities of several m/s and long travel distances, leading to remarkable low travel angles of 14 and 15°. Field investigations confirm that slope failure was favoured by geological predisposition based on a slope-parallel layering of volcaniclastic sediments of different origin and age, as well as intensive tropical weathering generating clay-rich soils. Temporal relationships as well as stability analysis indicate that antecedent rainfall over two months and heavy rainfall the day before was triggering the slope failure. Thematic collection: This article is part of the Leading to innovative engineering geology practices collection available at: https://www.lyellcollection.org/topic/collections/leading-to-innovative-engineering-geology-practices

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