Live supervision in psychotherapy training—A systematic review.

Maaß, Ulrike; Kühne, Franziska; Poltz, Nadine; Lorenz, Anna; Ay-Bryson, Destina Sevde; Weck, Florian

doi:10.1037/tep0000390

Cited by 7 publications

(5 citation statements)

References 39 publications

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“…Nevertheless, all participants should familiarize themselves in advance, with the items of the scale. The CCSS-S might also be used as a self-assessment and reflection tool ( 29 , 60 ). This way, the progress of trainees, their strengths and weaknesses in professional communication, could be monitored efficiently, for example, during the supervision process ( 3 ).…”

Section: Discussionmentioning

confidence: 99%

“…We analyzed four data sets that have recently been collected as part of three different studies ( 7 , 23 , 29 ). The data sets have not been analyzed before for the purpose of validating the CCSS-S.…”

Section: Methodsmentioning

confidence: 99%

“…Data sets 2–4 were used for the validation of the CCSS-S. The data originate from two randomized controlled trials comparing different training methods for psychotherapists ( 7 , 29 ). In each study, two trained raters watched videos of simulated therapy sessions (20 min) and evaluated the competences of N = 69 psychology students, in the roles of therapists across several measurement points.…”

Section: Methodsmentioning

confidence: 99%

“…The raters were female and had different degrees of psychotherapy expertise: two licensed psychotherapists (data set 2), two psychology students (Master’s degree, data set 3), and two advanced psychotherapy trainees (data set 4). For the detailed design and sample descriptions, refer to the original studies ( 7 , 23 , 29 ).…”

Section: Methodsmentioning

confidence: 99%

“…Ethical approval for the original studies was obtained from the University of Potsdam Ethics Committee with the reference numbers 9/2018 ( 7 ), 01/2019 ( 23 ), and 60/2021 ( 29 ).…”

Section: Methodsmentioning

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: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

“…Ethical approval for the original studies was obtained from the University of Potsdam Ethics Committee with the reference numbers 9/2018 ( 7 ), 01/2019 ( 23 ), and 60/2021 ( 29 ).…”

Section: Methodsmentioning

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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Technology utilization in dyadic coaching sessions

Partridge¹

2022

Child Adolescent Behavior

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In‐vivo coaching is a hallmark of most forms of dyadic (often parent‐child) therapy for young children. Providers utilize this process in the Pediatric Partial Hospital Program (PPHP) in the context of “floortime” which creates the opportunity to give pointed modeling and/or feedback to the dyad using real‐time instances of behavior in the milieu. Similarly, supervisors use in‐vivo coaching in the training context to build greater awareness of skill execution and attunement to the therapeutic relationship(s). While there are multiple ways to use in‐vivo coaching, the following discussion will explore practical and innovative applications for using technology (e.g., bug‐in‐the ear, telehealth, and video) in a manner that does not rely on the therapist (or supervisor) being physically present as another visible relationship in the treatment space. The application of technology to create this type of therapeutic and supervisory frame existed (e.g., Parent‐Child Interaction Therapy) long before the COVID‐19 pandemic; however, the circumstances of social distancing created a renewed necessity and appetite for conducting dyadic coaching in a modified and accessible manner. Further, as we migrate from a clinical space that has relied on telehealth in unprecedented ways, to a more hybrid (telehealth/face‐to‐face) treatment model, we will continue to be faced with questions of how to utilize technology in the therapeutic space in a creative and balanced manner.

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