Didaktische Überlegungen zur Ausbildung psychodynamischer Psychotherapeutinnen und Psychotherapeuten

This article outlines some basic ideas on the question of how psychoanalysis and psychotherapy can be taught at universities as well as in training institutes. The author begins by supporting the thesis that in academia the experiential self-examination aspect of psychoanalysis is often neglected. The following thoughts on didactics then rely mostly on methods based in the humanistic traditions of gestalt therapy and psychodrama. Experience-focused approaches to teaching psychodynamics start with lived experiences and then lead on to a theoretical understanding of the concepts in question. The author concludes by presenting concrete teaching plans for the topics crisis and suicide in order to illustrate the practical implications of the previously developed theses.     

Reliability,Validity and Measurement Invariance of the WHO’s Quality of Life Scale among Women of Reproductive Age Living with HIV in Ethiopia - a Quasi-Experimental Study

Applied Research in Quality of Life - Despite its widespread global adoption and use, studies have not examined measurement invariance of the 31-question World Health Organization Quality of...     

Content of maternal open-ended questions and statements in reminiscing with their 4-year-olds: links with independence and interdependence orientation in European contexts

Mother's open-ended questions and elaborative statements during reminiscing were analysed for their content (child agency, co-agency, non-social, and social context) in three cultural contexts. Participants were 115 mothers and their 4-year-old children: 35 dyads from Berlin, Germany, 42 from Stockholm, Sweden, and 38 from Tallinn, Estonia. Across samples the most prominent content was talk about non-social context followed by co-agency and child agency. Tallinn mothers asked the children to talk about themselves, and Berlin mothers asked the children to talk about themselves together with other people, more frequently than they talked about these contents themselves. The content was related to the cultural orientations of mothers assessed through questionnaires: the Berlin mothers whose independence/ interdependence ratio was higher talked less about other people and asked the children fewer questions about other people; the Stockholm mothers with a higher independence/interdependence ratio talked more about child agency. In Tallinn both correlations existed on a trend level. The results are discussed in the light of common conversational practices and mothers' orientation to independence and interdependence in these cultural contexts.