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PEP-Easy Tip: To save PEP-Easy to the home screen

PEP-Web Tip of the Day

To start PEP-Easy without first opening your browser–just as you would start a mobile app, you can save a shortcut to your home screen.

First, in Chrome or Safari, depending on your platform, open PEP-Easy from pepeasy.pep-web.org. You want to be on the default start screen, so you have a clean workspace.

Then, depending on your mobile device…follow the instructions below:

On IOS:

  1. Tap on the share icon Action navigation bar and tab bar icon
  2. In the bottom list, tap on ‘Add to home screen’
  3. In the “Add to Home” confirmation “bubble”, tap “Add”

On Android:

  1. Tap on the Chrome menu (Vertical Ellipses)
  2. Select “Add to Home Screen” from the menu

 

For the complete list of tips, see PEP-Web Tips on the PEP-Web support page.

Odhammar, F. Goodman, G. Carlberg, G. (2019). Different perspectives in measuring processes in psychodynamic child psychotherapy. J. Child Psychother., 45(1):18-35.

(2019). Journal of Child Psychotherapy, 45(1):18-35

Different perspectives in measuring processes in psychodynamic child psychotherapy

Fredrik Odhammar, Geoff Goodman and Gunnar Carlberg

The aim of this study was to explore how different measurements can contribute to understanding processes of change in psychodynamic child psychotherapy. The Child Psychotherapy Q-Set (CPQ) was compared with the child psychotherapist’s description of the psychotherapy process, systematically collected every three months during therapy, and with the Feeling Word Checklist-24 (FWC-24) completed after each session. The aim was also to examine how these three different measurements together could describe change over time and how they were mirrored in the relationship between child and psychotherapist. The following questions were formulated: (1) What interaction structures can be identified with the CPQ? (2) How does the therapist describe the process in psychotherapy and how do therapists’ feelings appear using the FWC-24? (3) How do the different measurements enrich one another and contribute to the understanding of the psychotherapeutic process? (4) How can the therapy be described compared to a hypothetical psychodynamic child psychotherapy prototype session? A videotaped child psychotherapy was analysed in its entirety. The CPQ provided a picture of the psychotherapist’s and the child’s actions and interactions, which complemented the subjective image of the psychotherapist when filling out questionnaires and the FWC-24. Analyses of the interaction between the child and the psychotherapist indicated the importance of creating a supportive and secure environment to achieve a feeling of psychological closeness, before working with the child’s problems. The analysis of the therapy highlights the importance of the psychotherapist’s meta-competence, i.e., overarching competencies that psychotherapists need to use to guide any intervention, what interventions to use, and when they are suitable.

[This is a summary excerpt from the full text of the journal article. The full text of the document is available to journal subscribers on the publisher's website here.]

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