Development of a Scale for Assessing Basic Psychotherapeutic Skills

Kühne, Franziska; Heinze, Peter Eric; Ay-Bryson, Destina Sevde; Maaß, Ulrike; Weck, Florian

doi:10.1026/1616-3443/a000623

Cited by 3 publications

(17 citation statements)

References 33 publications

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“…In a sample of N = 209 lay-persons and psychology students, the CCSS revealed a unidimensional one-factor structure with an excellent internal consistency (α = 0.94). The instrument achieved moderate to high convergent validity with established rating instruments (e.g., communication item of the CTS: r = 0.59, empathy: r = 0.68) and a good differentiation between high and low levels of competence of the therapists being rated (23).…”

Section: Introductionmentioning

confidence: 83%

“…We assumed that the one-factor structure of the original CCSS, the internal consistency, and its nomological network associations could be replicated for the CCSS-S (23). In addition, we examined the influence of rater expertise on the ICCs.…”

Section: Research Questions and Hypothesesmentioning

confidence: 99%

“…Both the CTS/CTS-R and ACCS have also been criticized for their time-consuming application and the costly training of raters that is needed to achieve high rating reliabilities (16,23). However, high levels of inter-rater reliability are not always accomplished across studies (5,11).…”

Section: Introductionmentioning

confidence: 99%

“…For these reasons, Kühne et al (23) developed a competence rating scale, the Clinical Communication Skills Scale (CCSS), which is easy and quick to complete and covers basic counseling techniques. The CCSS examines basic psychotherapeutic communication skills such as, asking open-ended questions, expressing empathy, or exploring cognitions, emotions, and behaviors.…”

Section: Introductionmentioning

confidence: 99%

“…Consequently, the objective of this present study is to validate a short version of the CCSS (23) in the context of standardized role-plays. Furthermore, as an extension to the original study, we will calculate inter-rater reliabilities (i.e., intraclass correlations, ICCs) based on video recordings of therapists behavior in simulated therapy session segments (i.e., standardized role-plays).…”

Section: Introductionmentioning

confidence: 99%

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The concise measurement of clinical communication skills: Validation of a short scale

et al. 2022

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ObjectiveThere is a lack of brief rating scales for the reliable assessment of psychotherapeutic skills, which do not require intensive rater training and/or a high level of expertise. Thus, the objective is to validate a 14-item version of the Clinical Communication Skills Scale (CCSS-S).MethodsUsing a sample of N = 690 video-based ratings of role-plays with simulated patients, we calculated a confirmatory factor analysis and an exploratory structural equation modeling (ESEM), assessed convergent validities, determined inter-rater reliabilities and compared these with those who were either psychology students, advanced psychotherapy trainees, or experts.ResultsCorrelations with other competence rating scales were high (rs > 0.86–0.89). The intraclass correlations ranged between moderate and good [ICC(2,2) = 0.65–0.80], with student raters yielding the lowest scores. The one-factor model only marginally replicated the data, but the internal consistencies were excellent (α = 0.91–95). The ESEM yielded a two-factor solution (Collaboration and Structuring and Exploration Skills).ConclusionThe CCSS-S is a brief and valid rating scale that reliably assesses basic communication skills, which is particularly useful for psychotherapy training using standardized role-plays. To ensure good inter-rater reliabilities, it is still advisable to employ raters with at least some clinical experience. Future studies should further investigate the one- or two-factor structure of the instrument.

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Section: Introductionmentioning

confidence: 83%

Section: Research Questions and Hypothesesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The concise measurement of clinical communication skills: Validation of a short scale

et al. 2022

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The relation between knowledge and skills assessments in psychotherapy training: Secondary analysis of a randomized controlled trial.

Heinze,

Weck,

Maaß

et al. 2024

Training and Education in Professional Psychology

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Although the assessment of therapists' competence is often conceptualized in a hierarchical model, the model's implications are underresearched. This study thus focuses on the association between theoretical knowledge and applied knowledge on one side, and communication and therapy skills on the other. Psychology students (N = 69) took part in a psychotherapy training study, including role-plays with standardized patients. The training interventions included reading treatment manuals and watching model videos. We measured theoretical knowledge using multiple-choice questions, applied knowledge using case vignettes, and psychotherapy skills in videotaped sessions with standardized patients using independent competence ratings. Theoretical knowledge correlated significantly with practical competences (r = .28-.36, p < .05) and predicted postintervention skills in standardized patients interactions (β = .21-.35, p < .05). Applied knowledge was significantly correlated with practical competences (r = .31-.54, p < .05), and predicted postintervention skills in one out of two treatment conditions (β = .47, p < .001). The results underline the importance of theoretical knowledge and applied knowledge in psychotherapy training in the early career of therapists. The discussion focuses on methodological aspects, and on implications for future studies and training. Public Significance StatementThis study shows that theoretical knowledge and applied knowledge of trainee therapists are associated with practical skills in role-play interactions with simulated patients. Our findings underline the need for evidence-based theoretical training in order to promote competent and skillful treatment.

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Standardized Patients in Clinical Psychology: From Research to Practice

Kühne

Maaß

Weck³

2021

Verhaltenstherapie

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Background: Within the pending reform of the German law of psychotherapy training, education in clinical psychology and the examination of psychotherapeutic competencies are established as more practice oriented. Students will acquire and demonstrate therapeutic skills through interactions with standardized patients (SPs). The aim of the current paper is to enhance evidence-based implementation of these new methods of education and examination by presenting the current evidence regarding the use of SPs and by pointing out areas for further research. Results: Results of recent studies demonstrate that SPs are able to present mental disorders authentically. Prerequisites are, among others, the selection of suitable SPs, detailed role scripts, specific training, feedback, and corrective training. Although some research questions, including the comparative effectiveness of SPs, remain unanswered, practice implications for using SPs in education, examination, and research can be drawn. These implications are illustrated schematically. Conclusions: The use of SPs has large potential for education in clinical psychology and for research on psychotherapy training. With a view to encouraging the widespread use of SPs, we provide exemplary materials (e.g., role script) within the online supplements (for all online suppl. material, see www.karger.com/doi/10.1159/000510049).

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Development of a Scale for Assessing Basic Psychotherapeutic Skills

Cited by 3 publications

References 33 publications

The concise measurement of clinical communication skills: Validation of a short scale

The concise measurement of clinical communication skills: Validation of a short scale

The relation between knowledge and skills assessments in psychotherapy training: Secondary analysis of a randomized controlled trial.

Standardized Patients in Clinical Psychology: From Research to Practice

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