Department of Psychiatry, Harvard Medical School, Dedham, MA 02026, USA.
Psychother Res. 2009 May;19(3):265-8; discussion 278-82. doi: 10.1080/10503300802592498.
The motives of the beginning psychotherapist for choosing his or her orientation are an underresearched issue in psychotherapy training. This study focuses on the role of personality-based factors, specifically the epistemological preferences of the therapist that Kolb (1984) has termed "learning style" (LS). The aim of the present study was to explore possible associations between psychology students' developing LSs and their choice of psychotherapeutic orientation (psychodynamic [PDT] vs. cognitive-behavioural [CBT]). Students in a psychologist's program (N = 175) took the Learning Style Inventory in their third semester and, before their formal choice, in their seventh semester. Besides a common trend toward radicalization or purification of their LS, the average PDT student tended to stick to the "feel and watch" style from the third semester to the seventh, whereas the CBT student tended to move toward "think and do." A cluster analysis revealed that the average movement among the CBT students was the result of the forces in two different subgroups, one toward "think" (and, more weakly, "watch"), the other toward "do" (and, more weakly, "feel").
在心理治疗培训中，初级心理治疗师选择其取向的动机是一个研究不足的问题。本研究侧重于基于人格的因素的作用，特别是治疗师的认识论偏好，科尔布（Kolb）（1984 年）将其称为“学习风格”（LS）。本研究的目的是探索心理学学生发展的 LS 与他们选择的心理治疗取向（心理动力学[PDT]与认知行为[CBT]）之间可能存在的关联。在心理学家课程中的学生（N=175）在第三学期和第七学期正式选择之前参加了学习风格测验。除了 LS 明显的激进或纯化趋势外，平均 PDT 学生倾向于坚持从第三学期到第七学期的“感觉和观察”风格，而 CBT 学生倾向于转向“思考和行动”。聚类分析表明，CBT 学生的平均运动是两个不同子组的力量的结果，一个子组倾向于“思考”（并且更弱地“观察”），另一个子组倾向于“行动”（并且更弱地“感觉”）。
