Hintergrund: Prävalenzdaten weisen auf einen hohen therapeutischen Versorgungsbedarf für sexuelle Dysfunktionen hin. Unser Ziel war es zu untersuchen, inwieweit ein solcher Bedarf bei Patienten einer psychotherapeutischen Hochschulambulanz besteht und inwieweit die sexuellen Probleme von vorwiegend in Ausbildung befindlichen Verhaltenstherapeuten erkannt und therapeutisch aufgegriffen werden. Patienten und Methoden: In einer Patientenstudie (Studie 1) wurden 173 Psychotherapiepatienten (16–64 Jahre, 71,7% Frauen) mittels des Kurzfragebogens Sexualität und Partnerschaft (KFSP) zu ihrem sexuellen Interesse, ihrer sexuellen Erregungsfähigkeit, ihrer Orgasmusfähigkeit, ihrer Erektionsbzw. Lubrikationsfähigkeit sowie ihrer sexuellen Zufriedenheit im letzten Monat befragt. In der Therapeutenstudie (Studie 2) wurde untersucht, ob 16 vorwiegend in Ausbildung befindliche Therapeuten Patienten mit bzw. ohne sexuelle Dysfunktion als solche erkennen und die Probleme thematisieren und behandeln. Ergebnisse: Je nach Problembereich äußert jede zweite bis dritte Frau bzw. jeder dritte bis fünfte Mann sexuelle Probleme. Therapeuten erkennen sexuelle Schwierigkeiten bei jedem zweiten Betroffenen. Sexualität wird bei jedem zweiten Patienten thematisiert. Jede dritte richtig erkannte Dysfunktion wird auch behandelt. Schlussfolgerung: Erkennen und Behandeln sexueller Dysfunktionen sollten im Rahmen der Ausbildung stärker berücksichtigt werden. / Prevalence data on sexual dysfunctions indicate a high need for therapy and health care for sexual problems. One of the study’s aims was to investigate the extent of that need in patients of a psychotherapeutic university outpatient clinic. Besides, we examined to what extent sexual problems are recognised and treated by behaviour therapists in training. Patients and Methods: In a patient study, we tested 173 outpatients (aged 16-64 years, 71.7% female) who were seeking psychotherapy. By completing the German version of the Massachusetts General Hospital Sexual Functioning Questionnaire, participants rated their sexual interest, their ability to sexual arousal, to experience orgasm, to attain erection/lubrication and their general sexual satisfaction in the past month. In a therapist study, we examined whether 16 therapists in training were able to differentiate between patients with and without sexual dysfunction, whether they brought up the topic during therapy and whether they treated the sexual dysfunction. Results: Depending on the type of problem, one out of two to three women and one out of three to five men report sexual problems. Therapists recognise sexual problems in half of the patients, and bring up the issue of sexuality in every second patient. In fact, every third case of sexual dysfunction is treated. Conclusion: Behaviour therapy training should put a stronger emphasis on the topic of ‘sexual dysfunctions’. / Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich.

Word finding difficulties (WFD) and slowing down both in linguistic comprehension and production are standard characteristics of people as they grow older. WFD also commonly occur in aphasia and are considered one of the most pervasive symptoms affecting stroke participants’ everyday communication. Research on older adults’ WFD has traditionally focused on production of single words when completing picture naming tasks, while very little is known about how much these WFD can compromise connected speech. Similarly, while picture naming tasks have typically been used for assessing and treating word finding problems in clinical practice, there is a dearth of studies in the aphasiological literature investigating the relationship between confrontation naming and connected speech tasks. The thesis investigated whether a newly-developed method/treatment targeting both speed and accuracy (‘repeated increasingly speeded presentation’ - RISP) in picture naming was more effective in (a) speeding up participants without compromising accuracy, and (b) improving the use of the trained/treated names in connected speech, compared to a standard method/therapy (‘standard presentation’ - SP) which targeted accuracy alone. English-speaking, elderly participants (n=27 at Chapter 3, n= 21 at Chapter 4) and participants with aphasia of varying severity and subtype (n=5 at Chapter 5 and n=20 at Chapter 6) were asked to carry out picture naming tasks/picture naming treatments and composite picture description tasks where the composite pictures included the trained/treated items. As for the neurotypical participants, words which were retrieved more quickly in picture naming tasks were also those which were more readily available and produced in connected speech tasks. Compared to SP, RISP was found to be significantly more effective in significantly reducing picture naming latencies without inducing a speed-accuracy trade-off and with lasting effects. Finally, SP was as effective in promoting retrieval in connected speech as RISP. As for the clinical population, compared to SP, RISP was significantly more effective in improving picture naming accuracy and in maintaining the reduced RTs in the long term. In comparison to the SP, RISP crucially led to significantly higher carry-over of targeted items to connected speech. The thesis findings underlined the effectiveness of a more demanding single word training method/treatment in improving lexical retrieval in confrontation naming for neurotypical participants and in enhancing connected speech for participants with aphasia.

This study utilized ethnomethodology to provide a description of the process and the effect of training counselors to incorporate the concepts and techniques of Individual Psychology into play therapy. Transcripts of the training program and of three individual interviews with the nine counselors who participated in the training were made. These transcripts and the journals in which the subjects were asked to chronicle their personal experiences and reactions to the training were qualitatively analyzed. This analysis indicated that most of the subjects reported that their attitudes toward play therapy, toward themselves as play therapists, and toward their play therapy clients had changed after their participation in the Adlerian play therapy training. The majority of subjects also reported that they perceived that their behavior in their play therapy sessions had changed, frequently in the direction of including more creative and active techniques. Qualitative analysis of the transcripts made from videotaped play therapy sessions by the researcher and an outside evaluator indicated that, while some of the counselors' behaviors seemed to have changed after the training, many of the counselors' behaviors did not appear to have been affected by their participation in the training. Possible explanations of the discrepancy between the counselors' perceptions of their behavior and the researcher's and outside evaluator's perceptions of the counselors' behaviors were discussed. Other areas considered as worthy of in-depth examination were: (a) possible influences on the changes in the counselors' attitudes toward play therapy, toward themselves as play therapists, and toward their play therapy clients; (b) several factors involved in training counselor education students; (c) elements which may have affected the counselors' receptivity to learning a new method of conducting play therapy; (d) implications for the future adaptation of the Adlerian play therapy training program; and (f) potential avenues for future research.

No description available.

This action research project examines the researcher’s journey of establishing a therapeutic relationship with a child with autism spectrum disorder during her practicum. Children with ASD present difficulty in communication and social relationship skills. As a student in training with a limited experience, the researcher had uncertainty and low confidence with regard to her clinical and professional skills which affected her work. In this project, the researcher has examined her own process of music therapy with a child with ASD and shows how she was able to improve her practice and therefore establish meaningful and effective therapeutic relationships with this client population and obtain valuable learning through the training. The study was conducted at a dedicated therapy centre in New Zealand where the researcher was in placement. A total of seven, thirty-minute weekly individual music therapy sessions and four supervision sessions were employed. This process was adapted into the design of action cycles which involved the repeated process of planning, action and evaluation. In-depth analysis of the researcher’s work was carried out throughout the cycles, using clinical notes, journal excerpts, supervision notes and video recordings of the sessions. The findings suggest that the researcher was able to improve her practice while attempting to build a therapeutic relationship with the client. Various clinical and personal issues arose such as uncertainty about improvisation, and lack of confidence in professional skills including communicating with parents, which led to disjunction and burnout symptoms. Discussions in supervision aided in in-depth reflection of the researcher’s work as well as emotional support. The researcher could ultimately develop ‘internal supervisor’ and was able to use independent strategies to help develop her work. Implications for training include making personal therapy a compulsory course requirement, providing training on professional skills, and student support groups. Future research may investigate the effectiveness of verbal input in music therapy and the emotional stages of parents.

Hintergrund: Prävalenzdaten weisen auf einen hohen therapeutischen Versorgungsbedarf für sexuelle Dysfunktionen hin. Unser Ziel war es zu untersuchen, inwieweit ein solcher Bedarf bei Patienten einer psychotherapeutischen Hochschulambulanz besteht und inwieweit die sexuellen Probleme von vorwiegend in Ausbildung befindlichen Verhaltenstherapeuten erkannt und therapeutisch aufgegriffen werden. Patienten und Methoden: In einer Patientenstudie (Studie 1) wurden 173 Psychotherapiepatienten (16–64 Jahre, 71,7% Frauen) mittels des Kurzfragebogens Sexualität und Partnerschaft (KFSP) zu ihrem sexuellen Interesse, ihrer sexuellen Erregungsfähigkeit, ihrer Orgasmusfähigkeit, ihrer Erektionsbzw. Lubrikationsfähigkeit sowie ihrer sexuellen Zufriedenheit im letzten Monat befragt. In der Therapeutenstudie (Studie 2) wurde untersucht, ob 16 vorwiegend in Ausbildung befindliche Therapeuten Patienten mit bzw. ohne sexuelle Dysfunktion als solche erkennen und die Probleme thematisieren und behandeln. Ergebnisse: Je nach Problembereich äußert jede zweite bis dritte Frau bzw. jeder dritte bis fünfte Mann sexuelle Probleme. Therapeuten erkennen sexuelle Schwierigkeiten bei jedem zweiten Betroffenen. Sexualität wird bei jedem zweiten Patienten thematisiert. Jede dritte richtig erkannte Dysfunktion wird auch behandelt. Schlussfolgerung: Erkennen und Behandeln sexueller Dysfunktionen sollten im Rahmen der Ausbildung stärker berücksichtigt werden. / Prevalence data on sexual dysfunctions indicate a high need for therapy and health care for sexual problems. One of the study’s aims was to investigate the extent of that need in patients of a psychotherapeutic university outpatient clinic. Besides, we examined to what extent sexual problems are recognised and treated by behaviour therapists in training. Patients and Methods: In a patient study, we tested 173 outpatients (aged 16-64 years, 71.7% female) who were seeking psychotherapy. By completing the German version of the Massachusetts General Hospital Sexual Functioning Questionnaire, participants rated their sexual interest, their ability to sexual arousal, to experience orgasm, to attain erection/lubrication and their general sexual satisfaction in the past month. In a therapist study, we examined whether 16 therapists in training were able to differentiate between patients with and without sexual dysfunction, whether they brought up the topic during therapy and whether they treated the sexual dysfunction. Results: Depending on the type of problem, one out of two to three women and one out of three to five men report sexual problems. Therapists recognise sexual problems in half of the patients, and bring up the issue of sexuality in every second patient. In fact, every third case of sexual dysfunction is treated. Conclusion: Behaviour therapy training should put a stronger emphasis on the topic of ‘sexual dysfunctions’. / Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich.

The results of this study showed the presence of real changes in a number of measured factors. As part of the study, a program of art-therapeutic training, as well as methods for assessing its effectiveness, was formed and tested. According to the data obtained, it was concluded that art therapy training can have a harmonizing effect, leading the results to normal values. / Результаты настоящего исследования показали наличие действительных изменений по ряду измеряемых факторов. В рамках исследования была сформирована и апробирована программа арт-терапевтического тренинга, а также методики оценки ее результативности. Согласно полученным данным сделан вывод о том, что арт-терапевтический тренинг может оказывать гармонизирующее воздействие, приводя результаты к показателям нормы.

No description available.

I present the dissertation web as a montage of a postmodern inquiry of my doctoral internship and research experiences—concerns and jubilation—positioned within the discourses of <a href="site_map2.htm#2">postmodern</a>, dissertation, academia, experimentalism and cyberspace innovations among others. I create a <a href="site_map2.htm#3">social constructionistic</a> interactive interplay, using <a href="site_map2.htm#5">hypertext</a>, among my various voices of an intern, a researcher and a person. In the dissertation web—my inquiry—I practice the characterization of postmodernism on numerous fronts—subject of study, context of study, methodology and re-presentation of the inquiry. Implicitly and explicitly, I articulate the various characterizations of postmodernism in my inquiry by challenging the traditional research practices (meta<a href="site_map2.htm#4">narratives</a>). I challenge the traditional praxis by alternate per<b>form</b>ances of research practices such as studying myself in a cultural context of an internship using the methodology of <a href="site_map2.htm#11">autoethnography</a> and performance. The <a href="site_map2.htm#5">hypertext</a> docuverse is a further characterization of postmodernism in the styles and structures that are used for re-presentation of the narratives. The styles of narration I use—such as words and graphics, prose and poetry, first person conversational texts, narratives and collages—blur the boundary of "academic" writing, literature, and art. The hypertext is intended as a <a href="site_map2.htm#6">metaphorical</a> experiential, intertextual journey of an <a href="site_map2.htm#12">intern</a> and a <a href="site_map2.htm#14">researcher</a>. Rather than a fixed structure, I create numerous structures of possible structures to privilege the readers' <a href="site_map2.htm#1">navigational</a> choices. I anticipate that the reader's choices in the virtual space might create a sense of meaning-transformation as one traverses through the dissertation web, thus, valuing <a href="site_map2.htm#8">fragmentation</a> and connection as aspects of sense-making, which are contextualized (among others) by the reader's meaning frames and my hypertextual <a href="site_map2.htm#7">performances</a>. The dissertation is submitted in three formats—exclusive dissertation web.pdf, intertextual dissertation web.pdf, and xml version. The<b> <i>exclusive dissertation web.pdf</i> </b>is a web capture in pdf format of all the "files" that compose the dissertation web created in html. The <i><b>intertextual dissertation web.pdf</b> </i> is a web capture of my dissertation along with the capture of external web resources that contextualize my dissertation web, thus illustrating the intertextuality of hypertexts by making the dissertation part of the larger textual web. Due to the web capture, the "docuverse" is nonlinear and the pages do not follow any particular or author predefined sequences. So, <i>please use the internal links or the bookmarks to read or browse the dissertation web</i> rather than scroll from the first "page" to the last "page" of the pdf formatted docuverse. The third version in xml will be made available at a later date. An html version of the dissertation is available directly from the researcher-author. CAUTION! The links from the abstract may be broken due to archiving of the dissertation web. / Ph. D.