Peer counselling versus role-playing: Two training methods of therapeutic skills in clinical psychology / Peer counselling versus role-playing: dos métodos de entrenamiento de habilidades terapéuticas en Psicología Clínica

Background: Training programmes for clinical psychologists should include evidence based teaching methods that enable trainees to learn therapeutic skills. Here we compared the perceived utility of role-playing vs. peer counselling. In peer counselling, one student recounts a personal experience to the other, who thus has the opportunity to act as the therapist in relation to a real situation. Given that sharing such personal experiences may provoke discomfort in students, we also examined this aspect. Method: Trainees (n=202) were given both role-play and peer counselling activities as a way of practising empathy and active listening. After completing the skills training programme they completed a questionnaire to assess the extent to which each method had helped them to develop their self-awareness and to acquire these therapeutic skills. Results: In general, peer counselling was considered more useful than role-playing for enhancing self-awareness and personal growth, as well as for learning these professional skills. Regarding the discomfort experienced by students, our data suggest that any initial reluctance to share personal experiences is outweighed by the personal and professional benefits obtained. Conclusions: Our results indicate that experiential learning involving emotionally charged situations is an effective way of teaching therapeutic skills to clinical and health psychology trainees (AU)

Antecedentes: los programas de formación para psicólogos clínicos deben contar con métodos docentes, empíricamente validados, que permitan aprender y practicar las habilidades terapéuticas. En este trabajo se comparó la utilidad percibida del role playing vs peer counselling. En el peer counselling, el alumno que hace de cliente relata una experiencia personal, y el que hace de terapeuta tiene la oportunidad de trabajar con material real. Dado que el intercambio de experiencias personales puede provocar incomodidad, también analizamos este aspecto. Método: 202 alumnos ejecutaron diversos role playings y peer counsellings para entrenar empatía y escucha activa. Después de finalizar el programa de entrenamiento completaron un cuestionario para evaluar el grado de utilidad de cada ejercicio para desarrollar su autoconocimiento y para adquirir estas habilidades. Resultados: en general, el peer counselling se consideró más útil que role playing para mejorar el autoconocimiento, así como para el aprendizaje de estas habilidades. En cuanto a la incomodidad experimentada por los estudiantes, nuestros datos sugieren que cualquier reticencia inicial para compartir experiencias personales se ve compensado por los beneficios personales y profesionales obtenidos. Conclusiones: nuestros datos indican que el aprendizaje experiencial con carga emocional es una forma efectiva de enseñar habilidades terapéuticas en psicología sanitaria (AU)

Peer counselling versus role-playing: Two training methods of therapeutic skills in clinical psychology.

BACKGROUND: Training programmes for clinical psychologists should include evidence-based teaching methods that enable trainees to learn therapeutic skills. Here we compared the perceived utility of role-playing vs. peer counselling. In peer counselling, one student recounts a personal experience to the other, who thus has the opportunity to act as the therapist in relation to a real situation. Given that sharing such personal experiences may provoke discomfort in students, we also examined this aspect. METHOD: Trainees (n=202) were given both role-play and peer counselling activities as a way of practising empathy and active listening. After completing the skills training programme they completed a questionnaire to assess the extent to which each method had helped them to develop their self-awareness and to acquire these therapeutic skills. RESULTS: In general, peer counselling was considered more useful than role-playing for enhancing self-awareness and personal growth, as well as for learning these professional skills. Regarding the discomfort experienced by students, our data suggest that any initial reluctance to share personal experiences is outweighed by the personal and professional benefits obtained. CONCLUSIONS: Our results indicate that experiential learning involving emotionally charged situations is an effective way of teaching therapeutic skills to clinical and health psychology trainees.

Tratamientos psicológicos eficace para la agorafobia / Efficacious psychological treatments for agoraphobia

La exposición en vivo (EV) y la terapia cognitivo-conductual (TCC) son tratamientos bien establecidos para la ansiedad y evitación agoragofóbicas, aunque los efectos de la segunda pueden ser menores si se reduce el tiempo dedicado a la EV. La TCC es un tratamiento probablemente eficaz para otros aspectos de la agorafobia (frecuencia de pánico, preocupación por el pánico, interferencia) y para problemas asociados (ansiedad general, humor deprimido). Además, la TCC es una terapia efectiva y eficiente que tiende a producir menos abandonos del tratamiento y menos recaídas en ataques de pánico que la EV. Sin embargo, sus efectos sobre frecuencia de ataques, preocupación por el pánico, interferencia, ansiedad general y humor deprimido no han sido consistentemente establecidos a corto y medio plazo en comparación al placebo u otros tratamientos. Medidas como el miedo al miedo o susceptibilidad a la ansiedad no han sido ni tan siquiera consideradas en estas comparaciones. Finalmente, los resultados sobre las variables predictoras de los efectos del tratamiento han tendido a ser generalmente inconsistentes (AU)

In vivo exposure and cognitive-behavioral therapy have demonstrated their efficacy for agoraphobic anxiety and avoidance; however, the effects of cognitive-behavioral therapy might be smaller if time given to in vivo exposure is reduced. Cognitive-behavioral therapy is also a probably efficacious treatment for other aspects of agoraphobia (frequency of panic, worry about panic, interference) and associated problems (general anxiety, depressed mood). Furthermore, cognitive-behavioral therapy is effective and efficient, and, in comparison with in vivo exposure, is associated with fewer dropouts of treatment and fewer relapses in panic attacks. Nonetheless, their short-term and mid-term effects in frequency of panic attacks, worry about panic, interference, general anxiety and depressed mood have not been established in a consistent way in comparison with placebo or other treatments; moreover, measures as fear of fear or anxiety sensitivity have not been considered in that respect. Finally, results about predictors of treatment outcome have been generally inconsistent (AU)