Neidhart Ela, Löffler-Stastka Henriette
Department of Psychoanalysis and Psychotherapy, and Teaching Center - Postgraduate Unit, Medical University of Vienna/General Hospital of Vienna, Vienna 1090, Austria.
World J Clin Cases. 2020 Jul 6;8(13):2787-2801. doi: 10.12998/wjcc.v8.i13.2787.
Case studies (CS) are relevant for the development of theoretical and practical competencies in psychotherapy. Despite rapid progress in the development of methods and principles for establishing CS in the last three decades, research into the aims of CS, especially in training, or how CS are to be conducted is rare.
To elucidate the form and methodology of CS, the objectives of CS used in training institutions (TI), and if/how TIs handle therapist allegiance. Also, this preliminary investigation will suggest avenues for further research and attempt to establish certain guidelines.
In order to counteract researcher bias and enlarge the question-pool, a focus group was established. The recorded and transcribed text was analyzed with Mayring's method of qualitative content analysis, and the generated categories were formulated as questions. The resulting questionnaire with both qualitative and quantitative queries was sent out (after pre-testing) to all 39 Austrian TIs that provide professional psychotherapy training. The answers and text passages received were then also categorized with qualitative content analysis. Data analysis was discussed by a peer group consisting of three psychotherapists trained in differing schools of psychotherapeutic methods.
94% of Austrian institutes use CS as part of their psychotherapeutic training. Understanding of the term "case study" is inconsistent and has a wide variety of interpretations. CS serve mainly: (1) For observation of training/progress in therapeutic practice and knowledge/acquisition of the theory specific to each psychotherapeutic school; (2) To improve (self-)reflection capabilities; and (3) To expand theoretical knowledge. Most of the CS written are not accessible for students nor for the research community. More than two thirds of the CS take only the position of the author into account (the client's position is not described). 15.5 % of the TIs do not consider researcher or therapist allegiance at all.
A more precise formulation of the term case study is needed in psychotherapeutic training. The training therapists play a key function, as they exemplify and teach how to deal with distorting factors. General guidelines as to how to conduct CS in training institutions would provide more direction to students, increase scientific rigor, and enhance synergistic effects.
案例研究对于心理治疗理论和实践能力的培养具有重要意义。尽管在过去三十年里，建立案例研究的方法和原则取得了快速进展，但对案例研究的目的，尤其是在培训中的目的，或者案例研究应如何进行的研究却很少。
阐明案例研究的形式和方法、培训机构中使用案例研究的目标，以及培训机构如何处理/是否处理治疗师的忠诚问题。此外，这项初步调查将提出进一步研究的途径，并尝试制定某些指导方针。
为了抵消研究者偏差并扩大问题库，成立了一个焦点小组。使用梅林的定性内容分析方法对记录和转录的文本进行分析，并将生成的类别表述为问题。经过预测试后，将包含定性和定量问题的问卷发送给提供专业心理治疗培训的所有39家奥地利培训机构。然后，对收到的答案和文本段落也进行定性内容分析分类。由三名接受不同心理治疗方法流派培训的心理治疗师组成的同行小组对数据分析进行了讨论。
94%的奥地利机构将案例研究用作其心理治疗培训的一部分。对“案例研究”一词的理解不一致，有多种解释。案例研究主要用于：（1）观察治疗实践中的培训/进展情况以及获取各心理治疗流派的特定理论知识；（2）提高（自我）反思能力；（3）扩展理论知识。大多数撰写的案例研究学生和研究界都无法获取。超过三分之二的案例研究仅考虑作者的立场（未描述客户的立场）。15.5%的培训机构根本不考虑研究者或治疗师的忠诚问题。
心理治疗培训中需要对案例研究这一术语进行更精确的表述。培训治疗师发挥着关键作用，因为他们示范并教授如何应对扭曲因素。关于如何在培训机构中进行案例研究的一般指导方针将为学生提供更多指导，提高科学严谨性，并增强协同效应。
