心理化治疗中的教学立场。
Pedagogical stance in mentalization-based treatment.
机构信息
Department for National and Regional Functions, Division of Mental Health & Addiction, Norwegian National Advisory Unit on Personality Psychiatry, Section for Personality Psychiatry & Specialized Treatments, Oslo University Hospital, Oslo, Norway.
Department for National and Regional Functions, Division of Mental Health & Addiction, Section for Personality Psychiatry & Specialized Treatments, Oslo University Hospital, Oslo, Norway.
出版信息
J Clin Psychol. 2022 Sep;78(9):1764-1784. doi: 10.1002/jclp.23335. Epub 2022 Mar 8.
BACKGROUND
A common aspect of evidence-based treatments for people with borderline personality disorder (BPD) is pedagogical interventions and formats. In mentalization-based treatment (MBT) the introductory course has a clear pedagogical format, but a pedagogical stance is not otherwise defined.
METHODS
Treatment integrity was quantitatively assessed in a sample of 346 individual MBT sessions. Nine group sessions and 24 individual MBT sessions were qualitatively subjected to interpretative phenomenological analysis (IPA).
RESULTS
The dominating intervention type was MBT Item 16-therapist checking own understanding (31% of the interventions). IPA unveiled the following: (1) a pervasive, but hidden/implicit psychopedagogical agenda, (2) psychopedagogical content seemed precious for the patients, and (3) four tentative strategies for pedagogical interventions in MBT (a) independent reasoning; (b) epistemic trust; (c) mental flexibility; and (d) application of verified insights, knowledge, or strategies.
CONCLUSION
Development and clarification of the pedagogical stance in MBT could further improve the quality of therapists' interventions.
背景
边缘型人格障碍（BPD）患者的循证治疗有一个共同特点，即使用教学干预和形式。在心理化治疗（MBT）中，入门课程有明确的教学形式，但并没有明确规定教学立场。
方法
在一个 346 个个体 MBT 疗程的样本中，对治疗的完整性进行了定量评估。对 9 个团体疗程和 24 个个体 MBT 疗程进行了定性解释现象学分析（IPA）。
结果
占主导地位的干预类型是 MBT 项目 16-治疗师检查自己的理解（占干预措施的 31%）。IPA 揭示了以下内容：（1）普遍存在但隐藏/隐含的心理教学议程；（2）心理教学内容似乎对患者很重要；（3）MBT 中进行教学干预的四个初步策略（a）独立推理；（b）认知信任；（c）心理灵活性；和（d）验证的见解、知识或策略的应用。
结论
在 MBT 中发展和阐明教学立场可以进一步提高治疗师干预的质量。
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