Theoretical Orientations and the Stereotype Content Model – Are Prejudices Barriers to Psychotherapy Integration?

Authors

  • Johanna Schröder Orcid
    Institute for Clinical Psychology and Psychotherapy, Department of Psychology, Medical School Hamburg, Hamburg, Germany
  • Sebastian Trautmann Orcid
    Institute for Clinical Psychology and Psychotherapy, Department of Psychology, Medical School Hamburg, Hamburg, Germany
  • Nils F. Töpfer Orcid
    Institute for Clinical Psychology and Psychotherapy, Department of Psychology, Medical School Hamburg, Hamburg, Germany
  • Julian A. Rubel Orcid
    School of Human Sciences, Department of Psychotherapy Research and Clinical Psychology, Osnabrueck University, Osnabrueck, Germany
  • Katinka Schweizer Orcid
    Institute for Clinical Psychology and Psychotherapy, Department of Psychology, Medical School Hamburg, Hamburg, Germany
  • Björn E. Hermans Orcid
    Institute for Clinical Psychology and Psychotherapy, Department of Psychology, Medical School Hamburg, Hamburg, Germany
  • Meike Shedden Mora Orcid
    Institute for Clinical Psychology and Psychotherapy, Department of Psychology, Medical School Hamburg, Hamburg, Germany
  • Mathias Kauff Orcid
    Institute for Environmental, Social and Work Psychology, Department of Psychology, Medical School Hamburg, Hamburg, Germany

Abstract

Background: Despite efforts to integrate psychotherapy, the field remains fragmented into distinct theoretical orientations and practical approaches. Prejudices held by psychotherapists towards those from other theoretical orientations may hinder cooperation in research and clinical practice. This study examines stereotypes among psychotherapists from different theoretical orientations and practical approaches (‘psychotherapy schools’) towards their in-group and out-group colleagues. Method: The cross-sectional online study assessed socially shared evaluations of ‘warmth’ and ‘competence’ from the stereotype content model in a sample of 586 German psychotherapists (60.9% licensed; 39.1% in training) from different psychotherapy schools (34.5% psychoanalytic and psychodynamic psychotherapists, 19.8% psychodynamic psychotherapists, 28.7% cognitive behavioural therapists, and 17.1% systemic therapists). Linear mixed-effects models were used to examine differences in evaluations based on the rater’s and the rated psychotherapy school. Results: The psychotherapists' assumed socially shared evaluations of ‘warmth’ and ‘competence’ varied depending on their psychotherapy school affiliation, with significantly higher evaluations assigned to their in-groups than to their out-groups. Conclusion: The results indicate in-group biases in the social perception of psychotherapists with different theoretical orientations, representing potential barriers to inter-group contact and collaboration. Addressing prejudices is key to strengthening integrative competence in both research and clinical practice.