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Prática deliberada e desenvolvimento de competências interpessoais facilitadoras: um estudo longitudinal em psicoterapeutas em formação
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Problema: Embora a prática deliberada (PD) apresente eficácia reconhecida noutros domínios, o seu contributo específico para o desenvolvimento de competências clínicas em psicoterapeutas em formação continua pouco clarificado.
Objetivos: Avaliar se a PD promove melhorias nas competências interpessoais facilitadoras, analisar a congruência entre autoavaliação (FIS-SR) e heteroavaliação (FIS) e, de forma exploratória, examinar a evolução da discrepância entre ambas ao longo do tempo.
Método: Conduziu-se um estudo quantitativo de natureza pré-experimental, utilizando as medidas Facilitative Interpersonal Skills Performance Task e Facilitative Interpersonal Skills Self-Report. As avaliações foram recolhidas em três momentos distintos da formação,
permitindo comparar a progressão objetiva com a perceção subjetiva de competência.
Resultados: Identificou-se uma melhoria estatisticamente ignificativa das FIS ao longo dos três momentos, corroborando a eficácia da PD no reforço destas competências. As autoavaliações mantiveram-se consistentemente superiores às heteroavaliações, refletindo um
padrão de sobrestimação. Observou-se ainda uma tendência exploratória de redução da discrepância entre medidas, sobretudo explicada pela melhoria objetiva captada pela FIS.
Conclusões: Os resultados sugerem que a prática deliberada constitui um método promissor na promoção das competências interpessoais facilitadoras, embora persistam desafios na calibração metacognitiva dos formandos. Investigações futuras deverão recorrer a amostras
mais amplas e delineamentos mais controlados, explorando ainda variáveis adicionais que possam influenciar o desenvolvimento destas competências.
Problem: Although deliberate practice (DP) has demonstrated effectiveness in other domains, its specific contribution to the development of clinical skills in trainee psychotherapists remains insufficiently clarified. Objectives: To assess whether DP promotes improvements in facilitative interpersonal skills, to examine the congruence between self-assessment (FIS-SR) and external assessment (FIS), and, in an exploratory manner, to evaluate how the discrepancy between the two evolves over time. Method: A quantitative pre-experimental study was conducted using the Facilitative Interpersonal Skills Performance Task and the Facilitative Interpersonal Skills Self-Report. Assessments were collected at three distinct moments during training, allowing for the comparison of objective progression with the subjective perception of competence. Results: A statistically significant improvement in FIS scores was observed across the three assessment moments, supporting the efficacy of DP in strengthening these competencies. Self-assessments remained consistently higher than external assessments, reflecting a pattern of overestimation. An exploratory trend toward a reduction in the discrepancy between measures was also noted, largely explained by the objective improvement captured by the FIS. Conclusions: The findings suggest that deliberate practice is a promising method for enhancing facilitative interpersonal skills, although challenges persist regarding trainees’ metacognitive calibration. Future research should employ larger samples and more controlled designs, while also exploring additional variables that may influence the development of these competencies.
Problem: Although deliberate practice (DP) has demonstrated effectiveness in other domains, its specific contribution to the development of clinical skills in trainee psychotherapists remains insufficiently clarified. Objectives: To assess whether DP promotes improvements in facilitative interpersonal skills, to examine the congruence between self-assessment (FIS-SR) and external assessment (FIS), and, in an exploratory manner, to evaluate how the discrepancy between the two evolves over time. Method: A quantitative pre-experimental study was conducted using the Facilitative Interpersonal Skills Performance Task and the Facilitative Interpersonal Skills Self-Report. Assessments were collected at three distinct moments during training, allowing for the comparison of objective progression with the subjective perception of competence. Results: A statistically significant improvement in FIS scores was observed across the three assessment moments, supporting the efficacy of DP in strengthening these competencies. Self-assessments remained consistently higher than external assessments, reflecting a pattern of overestimation. An exploratory trend toward a reduction in the discrepancy between measures was also noted, largely explained by the objective improvement captured by the FIS. Conclusions: The findings suggest that deliberate practice is a promising method for enhancing facilitative interpersonal skills, although challenges persist regarding trainees’ metacognitive calibration. Future research should employ larger samples and more controlled designs, while also exploring additional variables that may influence the development of these competencies.
Descrição
Dissertação de Mestrado realizadaapresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Clínica
Palavras-chave
Prática deliberada Competências interpessoais facilitadoras Formação em psicoterapia.Autoavaliação de competências Avaliação externa Deliberate practice Facilitative interpersonal skills Psychotherapy training Competence self-assessment External evaluation