Back to Search Start Over

Training students to become responsive therapists: implications from a sequential mixed-methods study on situations that therapists find challenging.

Authors :
Stige SH
Torrissen MH
Danielsen YS
Jakobsen R
Morken KTE
Dundas I
Source :
BMC medical education [BMC Med Educ] 2024 Mar 08; Vol. 24 (1), pp. 261. Date of Electronic Publication: 2024 Mar 08.
Publication Year :
2024

Abstract

Objective: To draw implications for training of therapist responsiveness from a sequential mixed-methods study on challenging clinical situations.<br />Method: Study 1: online survey mapping frequency and perceived difficulty of 15 clinical situations in a representative sample of psychologists. Study 2: online survey mapping frequency and perceived difficulty of 19 clinical situations among therapists in child and adolescent psychiatry. Study 3: focus group study exploring the situations identified through study 1 and 2.<br />Results: Study 1 and 2 showed that ratings of each situation varied between individuals and context. Study 3 showed that the degree to which a situation was challenging was described as depending on the characteristics of the therapist and the context. Experientially, challenging situations were characterized by lacking access to necessary information, falling short, and disturbing arousal. Perceiving therapeutic opportunities despite the challenging nature of the situation, collegial support, self-knowledge, and engagement were important resources.<br />Conclusion: Six implications of the results from the three studies for training of responsiveness are discussed: (1) building self-awareness and conceptualization skills; (2) personalizing training; (3) transforming disturbing arousal into engagement; (4) being exposed to a broad range of clinical situations; (5) training on commonly encountered situations; and (6) building tolerance for uncertainty and capacity to seek support.<br /> (© 2024. The Author(s).)

Details

Language :
English
ISSN :
1472-6920
Volume :
24
Issue :
1
Database :
MEDLINE
Journal :
BMC medical education
Publication Type :
Academic Journal
Accession number :
38459480
Full Text :
https://doi.org/10.1186/s12909-024-05236-1