Abstract
Klinische Praxis und Psychotherapieforschung werden häufig als Spannungsfelder mit wenigen Berührungspunkten angesehen. Trotz erheblicher empirischer Erkenntnisgewinne über die letzten Jahrzehnte hinweg spielen in der klinischen Praxis oft Forschungsergebnisse nur eine untergeordnete Rolle für das Fällen von Therapieentscheidungen oder die Auswahl von Behandlungsstrategien. Stattdessen vertrauen Therapeuten häufig auf das eigene klinische Urteil, was beispielsweise zu einer Unterschätzung der Wahrscheinlichkeit von Therapiemisserfolgen führen kann. Flexible Behandlungskonzepte werden in der Praxis häufig standardisierten Interventionen bevorzugt, beispielsweise in der Annahme, letztere würden von Patienten nicht akzeptiert. Jedoch gibt es neben überzeugenden Wirksamkeitsnachweisen auch aktuelle Daten, die eine hohe Wertschätzung standardisierter Interventionen wie strukturierte Interviews durch Patienten belegen. Neue Studien zeigen, dass eine wissenschaftlich orientierte Ausbildung sowohl die Akzeptanz evidenzbasierter Behandlungsmöglichkeiten durch Therapeuten als auch den Therapieerfolg erhöhen können. Um eine breitere Dissemination von Ergebnissen aus der Forschung zu erreichen sowie evidenzbasierte Behandlung zu fördern, sollten Psychotherapieforscher ihre Ergebnisse Praktikern leichter zugänglich machen und angehende Psychotherapeuten müssen eine wissenschaftlich fundierte Ausbildung erhalten.
Clinical practice and psychotherapy research are often perceived as areas of conflict with little common ground. Despite substantial empirical progress over the last few decades, research findings frequently play only a minor role in clinical decision making or treatment selection. Instead, clinical psychologists often trust their own clinical judgment, which may lead, for example, to an underestimation of the likelihood of treatment failures. In clinical practice, flexible treatments are often preferred over standardized interventions, based, for example, on the assumption that the latter ones will not be accepted by clinical patients. However, in addition to providing compelling evidence for their effectiveness, recent data suggest that patients highly appreciate standardized interventions such as structured clinical interviews. Recent research has shown that research-oriented training programs enhance the acceptance of evidence-based treatments by therapists as well as therapeutic outcomes. To facilitate the dissemination of research findings, psychotherapy researchers need to make their findings more easily accessible to practitioners, and training programs for clinical psychologists should be research based.
Literatur
(1999). Barriers to dissemination of evidence-based practices: Addressing practitioners’ concerns about manual-based psychotherapies. Clinical Psychology: Science and Practice, 6, 430–441.
(2000). The affirmation of the scientist-practitioner: A look back at Boulder. American Psychologist, 55, 241–247.
(1964). Remembering – a study in experimental and social psychology (repr. of 1932 ed.). Cambridge: Cambridge University Press.
(2000). Scientist-practitioner not-equal-to science + practice: Boulder is bolder. American Psychologist, 55, 249–250.
(1993). Obstacles to disseminating applied psychological science. Applied and Preventive Psychology, 2, 53–58.
R. (1995). Bridging scientist and practitioner perspectives in clinical psychology. American Psychologist, 50, 984–994.
(2012). Fehldiagnose Aufmerksamkeitsdefizit- und Hyperaktivitätssyndrom? Empirische Befunde zur Frage der Überdiagnostizierung. Psychotherapeut, 57, 77–89.
(2011). Popular or unpopular? Therapists’ use of structured interviews and their estimation of patient acceptance. Behavior Therapy, 42, 634–643.
D. (1998). Defining empirically supported therapies. Journal of Consulting and Clinical Psychology, 66, 7–18.
(2001). Empirically supported psychological interventions: Controversies and evidence. Annual Review of Psychology, 52, 685–716.
(1986). Use of psychotherapy research by professional psychologists. American Psychologist, 41, 198–206.
(2011). Improved treatment outcome associated with the shift to empirically supported treatments in an outpatient clinic is maintained over a ten-year period. Professional Psychology: Research and Practice, 42, 145–152.
(2005). Improved treatment outcome associated with the shift to empirically supported treatments in a graduate training clinic. Professional Psychology: Research and Practice, 36, 330–337.
(1993). Inferential heuristics in clinical problem formulation: Selective review of their strengths and weaknesses. Professional Psychology: Research and Practice, 24, 196–205.
(1952). The effects of psychotherapy: An evaluation. Journal of Consulting Psychology, 16, 319–324.
(1996). Some problems associated with «validated» forms of psychotherapy. Clinical Psychology: Science and Practice, 3, 218–229.
(1996). Psychotherapy practice and research: Repairing a strained relationship. American Psychologist, 51, 1007–1016.
W. (2005). A lab test and algorithms for identifying clients at risk for treatment failure. Journal of Clinical Psychology, 61, 155–163.
(1990). Hindsight: Biased judgments of past events after the outcomes are known. Psychological Bulletin, 107, 311–327.
(1973). On the psychology of prediction. Psychological Review, 80, 237–251.
(2008). Evidence-based treatment and practice: New opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care. American Psychologist, 63, 146–159.
(1995). The formation of false memories. Psychiatric Annals, 25, 720–725.
(1975). Comparative studies of psychotherapies: Is it true that «everyone has won and all must have prizes»? Archives of General Psychiatry, 32, 995–1008.
(2008). Connecting clinical practice to scientific progress [Editorial]. Psychological Science in the Public Interest, 9, i–ii.
(1986). Utilization of psychotherapy research by practicing psychotherapists. American Psychologist, 41, 188–197.
(2008). Influences on practitioner treatment selection: Best research evidence and other considerations. The Journal of Behavioral Health Services & Research, 35, 170–178.
(2012). Nichts Neues seit dem «kleinen Hans» und dem «kleinen Peter». Psychotherapie der Angststörungen des Kindes- und Jugendalters. Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, 40, 21–28.
(1992). Tailor-made versus standardized therapy of phobic patients. Advances in Behaviour Research & Therapy, 14, 67–92.
(1993). Change of psychotherapy goals as a process of resignation. Psychotherapy Research, 3, 153–165.
(1977). Meta-analysis of psychotherapy outcome studies. American Psychologist, 32, 752–760.
(2007). Does psychotherapy research inform treatment decisions in private practice? Journal of Clinical Psychology, 63, 267–281.
(2010). Interesting practitioners in training in empirically supported treatments: Research reviews versus case studies. Journal of Clinical Psychology, 66, 73–95.
(2009). Acceptance of structured diagnostic interviews for mental disorders in clinical practice and research settings. Behavior Therapy, 40, 272–279.
(1974). Judgment under uncertainty: Heuristics and biases. Science, 185, 1124–1131.
(1983). Extensional versus intuitive reasoning: The conjunction fallacy in probability judgment. Psychological Review, 90, 293–315.
(1995). Effects of psychotherapy with children and adolescents revisited: A meta-analysis of treatment outcome studies. Psychological Bulletin, 117, 450–468.
