[Competence-Orientated and Transtheoretical? Ideas and Barriers for Psychotherapeutic Training].

Abstract

Background: The education and training of psychotherapists is usually based on a procedure-specific theoretical orientation. However, this can have disadvantages as it hinders the utilisation of the possibilities and experiences offered by the overall field of psychotherapy. It could therefore be useful to combine different theoretical approaches and to orientate psychotherapeutic education and training in a transtheoretical and cross-procedural way.

Method: The article describes the extent to which competence-orientated psychotherapeutic training can provide a framework for interdisciplinary exchange within psychotherapy. It presents a practical example of a university-based training programme in basic psychotherapeutic skills that integrates different theoretical approaches. Transtheoretical training first requires an overarching model for case conceptualisation and a transtheoretical definition of intervention goals.

Results: Treatment methods should be classified according to their transtheoretical goals in order to better compare and combine them. Dynamic network models offer a perspective for modern transtheoretical case formulations. We present a competence-oriented approach for psychotherapeutic training in a university context and give an outlook on the barriers of competence-oriented training.

Conclusion: A competence-orientated approach in the education and training of prospective psychotherapists will help to bridge the gap between different psychotherapeutic traditions. It should be seen as a complement to existing methods, not as competition. Overall, however, there are still some barriers to overcome.