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Publication
O impacto de um treino de prática deliberada na melhoria de intervenções empáticas para estudantes de psicologia clínica
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Abstract(s)
A prática deliberada (PD) tem sido apresentada como resposta para a melhoria da performance
dos terapeutas e, consequentemente, para uma melhor qualidade dos serviços de saúde mental.
No entanto, a sua aplicação na psicoterapia é recente, verificando-se uma escassez de evidência
científica sobre o seu impacto na área, o que se acentua no caso dos estudantes de psicologia.
Objetivos: O presente estudo pretendeu analisar o impacto de um treino PD na qualidade das
intervenções empáticas de estudantes de psicologia clínica, comparativamente a um treino
tradicional. Método: Foi realizado um estudo quantitativo no qual os participantes (N = 42)
foram aleatoriamente distribuídos entre um grupo PD e um grupo de treino tradicional. Durante
um período de 4 semanas, os participantes frequentaram 3 sessões de treino semanais, e
submeteram respostas empáticas a dois vídeos semanais na plataforma Theravue em quatro
momentos de avaliação diferentes. Resultados: Os participantes no grupo PD demonstraram
uma melhoria significativa na qualidade das intervenções empáticas, comparativamente à
condição de treino tradicional. Especificamente dentro do grupo PD, não se verificaram
diferenças significativas nas competências empáticas ao longo dos quatro momentos de
avaliação. Demais, na condição de treino tradicional, houve uma melhoria inicial na qualidade
das intervenções empáticas, que mais tarde culminou num declínio significativo. Conclusão:
Os resultados do presente estudo são consistentes com a escassa literatura existente sobre a
aplicação da PD em estudantes de psicologia, reforçando o impacto positivo que este método
de treino pode ter no desenvolvimento de competências clínicas essenciais nesta população
Deliberate practice (DP) has been presented as the answer for improving therapists’ performance, and subsequently increasing the quality of mental health services. However, its appliance in psychotherapy is still recent, revealing a shortage of scientific evidence about its impact in the area, an issue that is enhanced particularly for psychology students. Objectives: The present study aimed to analyse the impact of a DP training in the quality of empathic interventions of clinical psychology students, in comparison to a traditional training (‘Training as Usual’ – TAU). Method: To this end, a quantitative study was conducted, where participants (N = 42) were randomly assigned between a DP and a TAU group. In the course of 4 weeks, participants engaged in 3 weekly online training sessions, and submitted two weekly empathic responses in the Theravue platform in four different evaluation moments. Results: Participants from the DP group showed a significant improvement in the quality of empathic interventions, when compared to the TAU condition. Specifically within the DP group, there were not significant differences in empathic skills throughout the four evaluation moments. Moreover, in the TAU condition, there was an initial increase in the quality of empathic interventions, that was later followed by a significant decline. Conclusion: The findings from the present study are consistent with the scant literature about DP’s appliance to psychology students, which further supports the positive impact this training method might have in the development of essential clinical skills in the aforementioned population.
Deliberate practice (DP) has been presented as the answer for improving therapists’ performance, and subsequently increasing the quality of mental health services. However, its appliance in psychotherapy is still recent, revealing a shortage of scientific evidence about its impact in the area, an issue that is enhanced particularly for psychology students. Objectives: The present study aimed to analyse the impact of a DP training in the quality of empathic interventions of clinical psychology students, in comparison to a traditional training (‘Training as Usual’ – TAU). Method: To this end, a quantitative study was conducted, where participants (N = 42) were randomly assigned between a DP and a TAU group. In the course of 4 weeks, participants engaged in 3 weekly online training sessions, and submitted two weekly empathic responses in the Theravue platform in four different evaluation moments. Results: Participants from the DP group showed a significant improvement in the quality of empathic interventions, when compared to the TAU condition. Specifically within the DP group, there were not significant differences in empathic skills throughout the four evaluation moments. Moreover, in the TAU condition, there was an initial increase in the quality of empathic interventions, that was later followed by a significant decline. Conclusion: The findings from the present study are consistent with the scant literature about DP’s appliance to psychology students, which further supports the positive impact this training method might have in the development of essential clinical skills in the aforementioned population.
Description
Dissertação de Mestrado apresentada no ISPA –
Instituto Universitário para obtenção de grau de
Mestre na especialidade de Psicologia Clínica.
Keywords
Prática deliberada Expertise em psicoterapia Método de treino Intervenções empáticas Estudantes de psicologia Deliberate practice Expertise in psychotherapy Training method Emphatic interventions Psychology students