Academic literature on the topic 'Cambiamento (training, psychotherapy, assessment, change)'
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Journal articles on the topic "Cambiamento (training, psychotherapy, assessment, change)"
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Mahan, Rebecca M., Scott A. Swan, and Jenny Macfie. "Interpersonal Psychotherapy and Mindfulness for Treatment of Major Depression With Anxious Distress." Clinical Case Studies 17, no. 2 (February 9, 2018): 104–19. http://dx.doi.org/10.1177/1534650118756530.
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This single case study examined symptom change in the treatment of a 22-year-old Caucasian female college student presenting with anxious and depressive symptoms and maladaptive coping strategies in the context of an interpersonal dispute. The treatment integrated mindfulness skills training with interpersonal psychotherapy (IPT) to treat symptoms of anxiety, depression, overall total symptoms, and relational problems across the 18-session treatment. We assessed symptoms across treatment and analyzed change in symptom severity over time. Reliable change index analyses indicated significant symptom reduction between baseline levels at the start of treatment and the final sessions in all measured symptoms (anxiety, depression, total symptoms, and interpersonal relations), with decreases in symptom severity occurring gradually over the course of treatment. A 1-month follow-up assessment of symptoms indicated sustained reductions in anxious and depressive symptoms since baseline measurements. We discuss recommendations on the importance of therapeutic flexibility in treating comorbid conditions and therapist willingness to combine multiple treatment approaches for better treatment outcomes.
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Scalcione, Vincenzo Nunzio. "The authentic assessment of educational actions: backward design and promotion of life skills." Form@re - Open Journal per la formazione in rete 22, no. 3 (December 31, 2022): 66–80. http://dx.doi.org/10.36253/form-13584.
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The processes of change that affect today's training system require a planning commitment aimed at finding flexible and, at the same time, effective answers. A training approach, oriented towards design models capable of proceeding with the assessment of performance, appears to be the element that defines authentic assessment. According to the methods of intervention estimated by Grant Wiggins and Jay McTighe, a methodology is proposed that starts from some assessment choices, intervening on the definition of the same methods of didactic planning, according to the tool of understanding by Design. The aim is to promote a lasting understanding, acquire skills for life, achieve the so-called promotion of an authentic assessment, a perspective within which the assessment aims to involve the student through real-life tasks. In the present discussion we have therefore proceeded to define the intervention framework of such an approach, proposing the examination of the theoretical references and design models, within a design intervention carried out in the school.
La valutazione autentica delle azioni educative: progettazione a ritroso e promozione delle competenze per la vita.
I processi di cambiamento che investono il sistema formativo odierno necessitano di un impegno progettuale finalizzato alla ricerca di risposte flessibili ed, al contempo, efficaci. Un approccio formativo, orientato verso modelli progettuali in grado di procedere all’accertamento delle prestazioni risulta essere l’elemento che definisce la valutazione autentica. Secondo le modalità di intervento preventivate da Grant Wiggins e Jay McTighe, viene proposta una metodologia che muove da alcune scelte valutative, intervenendo sulla definizione delle stesse modalità della progettazione didattica, secondo lo strumento dell’understanding by Design. Il fine risulta quello di promuovere una comprensione durevole, acquisire competenze per la vita, conseguire la cosiddetta promozione di un authentic assessment, una prospettiva, all’interno della quale, la valutazione mira a coinvolgere l’alunno attraverso compiti di realtà. Nella presente trattazione si è quindi proceduto a definire il quadro di intervento di un simile approccio, proponendo la disamina dei riferimenti teorici e dei modelli progettuali, all’interno di una attività didattica realizzata nella scuola.
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Williams, Monnica T., Sara Reed, and Ritika Aggarwal. "Culturally informed research design issues in a study for MDMA-assisted psychotherapy for posttraumatic stress disorder." Journal of Psychedelic Studies 4, no. 1 (July 30, 2019): 40–50. http://dx.doi.org/10.1556/2054.2019.016.
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Recent research suggests that psychedelic drugs can be powerful agents of change when utilized in conjunction with psychotherapy. Methylenedioxymethamphetamine (MDMA)-assisted psychotherapy has been studied as a means of helping people overcome posttraumatic stress disorder, believed to work by reducing fear of traumatic memories and increasing feelings of trust and compassion toward others, without inhibiting access to difficult emotions. However, research studies for psychedelic psychotherapies have largely excluded people of color, leaving important questions unaddressed for these populations. At the University of Connecticut, we participated as a study site in a MAPS-sponsored, FDA-reviewed Phase 2 open-label multisite study, with a focus on providing culturally informed care to people of color. We discuss the development of a study site focused on the ethnic minority trauma experience, including assessment of racial trauma, design of informed consent documents to improve understanding and acceptability to people of color, diversification of the treatment team, ongoing training for team members, validation of participant experiences of racial oppression at a cultural and individual level, examination of the setting and music used during sessions for cultural congruence, training for the independent rater pool, community outreach, and institutional resistance. We also discuss next steps in ensuring that access to culturally informed care is prioritized as MDMA and other psychedelics move into late phase trials, including the importance of diverse sites and training focused on therapy providers of color.
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Jensen, P. S. "Evidence-based training in treatment treatments: The case of pediatric psychopharmacology." European Psychiatry 26, S2 (March 2011): 2048. http://dx.doi.org/10.1016/s0924-9338(11)73751-8.
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IntroductionDespite major research advances in pediatric psychopharmacology and psychotherapy over the last 20 years, the lack of well-trained specialists has posed almost insurmountable barriers to many children and families from receiving high-quality, evidence-based assessment and treatments. The REACH Institute, an international non-profit organization dedicated to disseminating evidence-based treatments, has developed portable, effective methods to train primary care and specialty health providers in pediatric psychopharmacology and psychotherapies.ObjectivesTo develop effective, scientifically-proven methods for teaching and disseminating evidence-based treatments.AimsTo develop, disseminate, and evaluate high quality approaches for teaching primary care and specialty mental health practitioners in pediatric psychopharmacology.MethodsUsing novel approaches grounded in scientific behavioral change technologies, over 700 health care providers have been trained in evidence-based pediatric psychopharmacology in sites across multiple countries, including the US, Canada, and Norway. All trainings are rigorously evaluated for changes in health care practitioners' behaviors and clinical practices, including within an NIH-funded randomized controlled trial (RCT).ResultsTrainings have been very well-received across multiple countries, requiring only minor adaptations. These trainings have been effective in yielding changes in health care practitioners abilities and actual clinical practices, enabling more children to access appropriate pediatric psychopharmacology.ConclusionsEffective and disseminable methods for changing health care practitioners behaviors in applying pediatric psychopharmacology treatments are possible, and can be adapted to different countries, languages, and cultural contexts.
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Zamignani, Denis, and Sonia Beatriz Meyer. "Therapist verbal behavior in the multidimensional system for coding behaviors in therapeutic interaction (SiMCCIT)." Perspectivas em Análise do Comportamento 2, no. 1 (August 23, 2017): 25–45. http://dx.doi.org/10.18761/perspectivas.v2i1.49.
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Therapeutic interaction has been considered one of the main factors of change in psychotherapy, and its investigation is called process research. Audio and video recording sessions are used to code behaviors which, subsequently, permit the analysis of interaction patterns. The objectives of the study were the presentation of part of a coding system called “Multidimensional System for Categorization of Behaviors in Therapeutic Interaction” and the evaluation of agreement between observers in its use. From a systematic assessment of the literature regarding the classification of vocal verbal behavior, it was found that the existing category systems were not satisfactory for the study of behavior analytic therapy, thus requiring the construction of a new system. A System for Coding Verbal Therapist Behavior was developed containing 16 categories, nine of vocal verbal behavior, three for non-vocal verbal behavior and four residual categories. A standardized training for observers was also developed. Its application to one participant produced satisfactory Kappa indexes of agreement ranging from 0.67 to 0.84. The implications of using the system for process research in behavior analytic therapy and in other therapeutic modalities in its different stages are discussed as well as the possibility of using the instrument and its training software for teaching therapeutic skills.
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Park, Sungwon, Hye Kyung Lee, and Hyunlye Kim. "Effects of a Korean version of the metacognitive training program for outpatients with schizophrenia on theory of mind, positive symptoms, and interpersonal relationships." Behavioural and Cognitive Psychotherapy 48, no. 1 (October 18, 2019): 14–24. http://dx.doi.org/10.1017/s1352465819000560.
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AbstractBackground:Since the significance of metacognition as the theoretical basis of a psychological intervention for schizophrenia first emerged, there have been ongoing attempts to restore or strengthen patients’ metacognitive abilities.Aim:A Korean version of the metacognitive training (MCT) program was developed, and its effects on theory of mind, positive and negative symptoms, and interpersonal relationships were examined in stable outpatients with schizophrenia.Method:A pre-test–post-test design with a control group was used. The participants were 59 outpatients (30 in experimental group, 29 in control group) registered at five mental health facilities in a city in South Korea. The developed MCT program was applied for a total of 18 sessions, 60 min per session, over a period of 14 weeks. The hinting task, false belief task, Scale for the Assessment of Positive and Negative Symptoms, and Relationship Change Scale were used to verify the effects of this program. Data were analysed by the chi-square test, t-test, and Mann–Whitney U-test using the SPSS/PASW 18.0 statistics program.Results:The general characteristics, intelligence, and outcome variables of the two groups were homogeneous. After the intervention, the experimental group showed significant improvements in theory of mind, positive and negative symptoms and interpersonal relationships compared with the control group.Conclusion:These results suggest that the MCT program can be a complementary psychotherapy that contributes to symptom relief and interpersonal functioning in patients with schizophrenia, and is effective in the Korean culture, beyond the Western context.
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Di Nuovo, Santo. "What research for what training in psychotherapy? Some methodological issues and a proposal." Research in Psychotherapy: Psychopathology, Process and Outcome 22, no. 3 (December 19, 2019). http://dx.doi.org/10.4081/ripppo.2019.410.
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To define boundaries and links between research and training in psychotherapy we have to establish what kind of research is needed for this purpose. For defining psychotherapy as a science some basic epistemological premises should be affirmed and specific methods have to be devised, using both quantitative and qualitative approaches, diachronic and longitudinal perspectives, cumulative and meta-analytic strategies, focusing both the techniques used in the therapies and the relationship between the therapist subject and the client subject as a core mean for produce change. What should be evaluated in this research process, what methods and techniques of assessment should be preferred, what analyses of data are suitable: these are the main issues addressed in the article, as they are useful for planning the training of a therapist as a researcher, regardless of the privileged theoretical and technical approach. Science and practice have to be connected, since they both allow the monitoring of what occurs within the confines of the therapy and favor exchange among psychotherapists from differing theoretical approaches, which also increases their external visibility in the scientific community and in a wider social context. The goal of fostering scientific attitudes in the psychotherapists needs a specific training, to acquire a research mindedness also out of the academic laboratories. A cooperation among scientific associations and institutions is proposed to reach these objectives necessary for psychotherapists’ trainings including competencies in evaluating and sharing the scientific aspects of their work.
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Brennan, William, and Alexander B. Belser. "Models of Psychedelic-Assisted Psychotherapy: A Contemporary Assessment and an Introduction to EMBARK, a Transdiagnostic, Trans-Drug Model." Frontiers in Psychology 13 (June 2, 2022). http://dx.doi.org/10.3389/fpsyg.2022.866018.
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The current standard of care in most uses of psychedelic medicines for the treatment of psychiatric indications includes the provision of a supportive therapeutic context before, during, and after drug administration. A diversity of psychedelic-assisted psychotherapy (PAP) models has been created to meet this need. The current article briefly reviews the strengths and limitations of these models, which are divided into basic support models and EBT-inclusive therapy models. It then discusses several shortcomings both types of models share, including a lack of adequate attention to embodied and relational elements of treatment, and insufficient attention to ethical concerns. The article then introduces the EMBARK model, a transdiagnostic, trans-drug framework for the provision of supportive psychotherapy in PAP clinical trials and the training of study therapists. EMBARK was designed to overcome challenges that prior models have had in conceptualizing therapeutic change in psychedelic treatment, incorporating elements of non-psychedelic evidence-based therapies, incorporating therapists’ prior skills and clinical orientations, delimiting therapist interventions for research standardization, and determining specific factors that contribute to treatment outcomes. The article explains EMBARK’s six clinical domains, which represent parallel conceptualizations of how therapists may support therapeutic benefit in PAP treatment, and its four care cornerstones, which reflect therapists’ broad ethical responsibility to participants. The article describes how these elements of the model come together to structure and inform therapeutic interventions during preparation, medicine, and integration sessions. Additionally, the article will discuss how EMBARK therapist training is organized and conducted. Finally, it will demonstrate the broad applicability of EMBARK by describing several current and upcoming PAP clinical trials that have adopted it as the therapeutic frame.
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Terhürne, Patrick, Brian Schwartz, Tobias Baur, Dominik Schiller, Steffen T. Eberhardt, Elisabeth André, and Wolfgang Lutz. "Validation and application of the Non-Verbal Behavior Analyzer: An automated tool to assess non-verbal emotional expressions in psychotherapy." Frontiers in Psychiatry 13 (October 28, 2022). http://dx.doi.org/10.3389/fpsyt.2022.1026015.
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BackgroundEmotions play a key role in psychotherapy. However, a problem with examining emotional states via self-report questionnaires is that the assessment usually takes place after the actual emotion has been experienced which might lead to biases and continuous human ratings are time and cost intensive. Using the AI-based software package Non-Verbal Behavior Analyzer (NOVA), video-based emotion recognition of arousal and valence can be applied in naturalistic psychotherapeutic settings. In this study, four emotion recognition models (ERM) each based on specific feature sets (facial: OpenFace, OpenFace-Aureg; body: OpenPose-Activation, OpenPose-Energy) were developed and compared in their ability to predict arousal and valence scores correlated to PANAS emotion scores and processes of change (interpersonal experience, coping experience, affective experience) as well as symptoms (depression and anxiety in HSCL-11).Materials and methodsA total of 183 patient therapy videos were divided into a training sample (55 patients), a test sample (50 patients), and a holdout sample (78 patients). The best ERM was selected for further analyses. Then, ERM based arousal and valence scores were correlated with patient and therapist estimates of emotions and processes of change. Furthermore, using regression models arousal and valence were examined as predictors of symptom severity in depression and anxiety.ResultsThe ERM based on OpenFace produced the best agreement to the human coder rating. Arousal and valence correlated significantly with therapists’ ratings of sadness, shame, anxiety, and relaxation, but not with the patient ratings of their own emotions. Furthermore, a significant negative correlation indicates that negative valence was associated with higher affective experience. Negative valence was found to significantly predict higher anxiety but not depression scores.ConclusionThis study shows that emotion recognition with NOVA can be used to generate ERMs associated with patient emotions, affective experiences and symptoms. Nevertheless, limitations were obvious. It seems necessary to improve the ERMs using larger databases of sessions and the validity of ERMs needs to be further investigated in different samples and different applications. Furthermore, future research should take ERMs to identify emotional synchrony between patient and therapists into account.
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Kopf-Beck, Johannes, Petra Zimmermann, Samy Egli, Martin Rein, Nils Kappelmann, Julia Fietz, Jeanette Tamm, et al. "Schema therapy versus cognitive behavioral therapy versus individual supportive therapy for depression in an inpatient and day clinic setting: study protocol of the OPTIMA-RCT." BMC Psychiatry 20, no. 1 (October 14, 2020). http://dx.doi.org/10.1186/s12888-020-02880-x.
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Abstract Background Major depressive disorder represents (MDD) a major cause of disability and disease burden. Beside antidepressant medication, psychotherapy is a key approach of treatment. Schema therapy has been shown to be effective in the treatment of psychiatric disorders, especially personality disorders, in a variety of settings and patient groups. Nevertheless, there is no evidence on its effectiveness for MDD in an inpatient nor day clinic setting and little is known about the factors that drive treatment response in such a target group. Methods In the current protocol, we outline OPTIMA (OPtimized Treatment Identification at the MAx Planck Institute): a single-center randomized controlled trial of schema therapy as a treatment approach for MDD in an inpatient and day clinic setting. Over the course of 7 weeks, we compare schema therapy with cognitive behavioral therapy and individual supportive therapy, conducted in individual and group sessions and with no restrictions regarding concurrent antidepressant medication, thus approximating real-life treatment conditions. N = 300 depressed patients are included. All study therapists undergo a specific training and supervision and therapy adherence is assessed. Primary outcome is depressive symptom severity as self-assessment (Beck Depression Inventory-II) and secondary outcomes are clinical ratings of MDD (Montgomery-Asberg Depression Rating Scale), recovery rates after 7 weeks according to the Munich-Composite International Diagnostic Interview, general psychopathology (Brief Symptom Inventory), global functioning (World Health Organization Disability Assessment Schedule), and clinical parameters such as dropout rates. Further parameters on a behavioral, cognitive, psychophysiological, and biological level are measured before, during and after treatment and in 2 follow-up assessments after 6 and 24 months after end of treatment. Discussion To our knowledge, the OPTIMA-Trial is the first to investigate the effectiveness of schema therapy as a treatment approach of MDD, to investigate mechanisms of change, and explore predictors of treatment response in an inpatient and day clinic setting by using such a wide range of parameters. Insights from OPTIMA will allow more integrative approaches of psychotherapy of MDD. Especially, the identification of intervention-specific markers of treatment response can improve evidence-based clinical decision for individualizing treatment. Trial registration Identifier on clinicaltrials.gov: NCT03287362; September, 12, 2017
Dissertations / Theses on the topic "Cambiamento (training, psychotherapy, assessment, change)"
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BANI, MARCO. "La formazione in psicoterapia cognitiva tra evidence based training e dimensione personale del terapeuta." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/12088.
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RIASSUNTO. La formazione in psicoterapia è un’area che solo recentemente ha ricevuto attenzione da parte dei ricercatori, in particolare è emersa la necessità di verificare, accanto all’efficacia dei trattamenti che è tradizionalmente oggetto di studio in psicoterapia, se i percorsi di formazione in psicoterapia sono in grado di formare terapeuti efficaci e in che direzione si muove il cambiamento dei trainee.
Questo lavoro si propone, alla luce dei dati di letteratura, di valutare il cambiamento in un campione di trainee durante un corso di specializzazione quadriennale in psicoterapia co-gnitiva, misurato attraverso alcuni indici legati al lavoro clinico e valutati con uno stru-mento autosomministrato compilato all’inizio e al termine del corso di formazione.
I dati mostrano come vi sia una riduzione delle difficoltà percepite in seduta e un cam-biamento delle strategie utilizzate per far fronte alle difficoltà, oltre ad una modifica delle modalità relazionali e degli obiettivi terapeutici.
ABSTRACT. Psychotherapy training is an area that has only recently received attention from research-ers, in particular next to the effectiveness of treatments that has traditionally been studied in psychotherapy, the need has arisen to test if psychotherapy training courses are able to develop effective therapists and in which directions it moves the trainee’s change.
Starting from the literature, this work aims to assess the change in a sample of trainees during a four-year training course in cognitive psychotherapy, measured by some indices related to clinical work and evaluated with a self-report instrument completed at the be-ginning and at the end of the training course.
Data show that there is a reduction of perceived difficulties in session and a change in strategies used to cope with difficulties, as well as a change in the relational style and in the therapeutic goals.
Book chapters on the topic "Cambiamento (training, psychotherapy, assessment, change)"
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Westra, Henny A., and Michael J. Constantino. "Integrative Psychotherapy for Generalized Anxiety Disorder." In Handbook of Psychotherapy Integration, edited by John C. Norcross and Marvin R. Goldfried, 284–302. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190690465.003.0013.
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This chapter describes an integrative therapy for generalized anxiety disorder (GAD) that responsively assimilates motivational interviewing (MI) into cognitive-behavioral therapy (CBT). MI is a person-centered method that helps clients increase their intrinsic drive to change by identifying and working through their intrapsychic ambivalence about or interpersonal resistance to change, which are common negative process markers for clients with GAD. The MI spirit can also facilitate CBT outside of these markers by forestalling such processes that, even in small doses, correlate with poor outcomes. The authors also present assessment methods (especially for the markers of change ambivalence and resistance); summarize the application and structure of MI interventions; describe the processes of change, therapeutic relationship, and core techniques in MI + CBT; consider diversity elements; and provide a case example. The chapter concludes by reviewing the outcome research for this integrative therapy and by highlighting future practice, research, and training directions.