Kompetenzerwartungen in der ausbildung psychologischer psychotherapeuten und kinder- und jugendtherapeuten in der verhaltenstherapie

Abstract

Background: Psychotherapy training is becoming more and more a topic for empirical research. In Germany, the training in psychotherapy underwent major changes through the establishment of a new law regulating the training in and the practice of psychotherapy. These new training curricula have just recently started to become a focus of research. The aim of this study was to contribute to this issue with regard to training in behavioral therapy (BT). Method: A sample of n = 2106 trainees in BT filled out a questionnaire concerning conditions of training, experience during training, and self-estimated competence expectations. The questionnaire was constructed with reference to instruments for ranking universities and in a multiple-stage approach. Using hierarchical, multiple linear regression analysis, it was attempted to predict 5 competence domains of psychotherapy by sociodemographic, training-related and institution structure-related predictors. Results: Overall, the explained variance was small. A cost/performance ratio regarding the training judged as satisfactory and the personal support by a competent supervisor could, in all 5 competence domains, significantly explain the variance. Conclusions: Due to the different needs of trainees, different training options should be offered. The personal relationship with an experienced senior seems to be essential for the development of a positive expectancy of professional competence. Copyright © 2012 S. Karger AG.