Competence-Based Trainings for Psychological Treatments – A Transtheoretical Perspective

Authors

  • Winfried Rief Orcid
    Division of Clinical Psychology and Psychotherapy, University of Marburg, Marburg, Germany
  • Marcel Wilhelm Orcid
    Division of Clinical Psychology and Psychotherapy, University of Marburg, Marburg, Germany
  • Gaby Bleichhardt Orcid
    Division of Clinical Psychology and Psychotherapy, University of Marburg, Marburg, Germany
  • Bernhard Strauss Orcid
    Institute of Psychosocial Medicine, Psychotherapy and Psychooncology, University Hospital Jena, University of Jena, Jena, Germany
  • Lisbeth Frostholm Orcid
    Department of Clinical Medicine, Aarhus University, Aarhus, Denmark
  • Pia von Blanckenburg Orcid
    Division of Clinical Psychology and Psychotherapy, University of Marburg, Marburg, Germany

Abstract

Background: Although in most countries psychotherapy trainings focus on one treatment orientation, such an approach is associated with systematic shortcomings. The priorities from teaching one theoretical framework should be moved to a more rigorous orientation in science and evidence-based practice, and to the needs of patients, even if strategies of different theoretical approaches need to be combined. Method: We discuss whether competence-based trainings in psychological treatments offer a better framework to facilitate the progress of psychological treatments to a professional academic discipline with transtheoretical exchange, and we provide an example of a transtheoretical education in the basic competences of psychological treatments. A transtheoretical education program requires an umbrella model for case formulation and a transtheoretical definition of intervention goals. Results: We provide an adaptation of the traditional model distinguishing vulnerability/resilience, exacerbation, and maintenance of clinical problems for case conceptualization. Dynamic network models offer a further perspective for developing modern, transtheoretical case formulations. Treatment methods should be better classified according to their transtheoretical goals, which offers opportunities to better compare or combine them. We report a case example of how to transform a general competence-based approach in the training of psychological treatments in the academic education system, which found exceptional acceptance from participating students. Conclusion: Thus, a rigorous competence-based approach to training early clinicians in applying psychological treatments helps to bridge the artificial divide between psychotherapeutic traditions. It also supports the evolution of psychological treatments into an academically robust and highly professional, integrative discipline.