Development of the concept of effective competences in integrative psychotherapy 

training. Workshop.

The 9th Conference of the European Associationfor Integrative Psychotherapy, Oct. 12 –

14.,2018, Prague, Czech Rep.magdalena.frouzova@email.cz

www.skaluvinstitut.cz+420 602 642 616

Skálův institut Praha, Czech Republic

Competencies of European psychotherapist

Professional practice

Psych. relationship

Assessment

Contract

Techniques and interventions

Crisis, ruptures, traumas

Closingtherapy

Cooperation

Supervision

Etics, cultural

senzitivity

Management and 

administration

Research

Prevention and Education

17.10.2018 2

Myself

Psychotherap. process & techniques

Competencies of psychotherapist

Myself

Can you describe „the ideal features of integrative psychotherapist“ ? Who are you?

Resistant Collaboration

Disconfirming  Confirmatory

Misplaced  Relevant 

………………………………………………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………………………………………………

Special – unique – particular‐ strange – unusual – curious – extra‐ quaint – rummy ‐ odd – out‐of the way – peculiar ‐individual

1. Level of competency – 1968 ‐ 1990Knowing myself better ‐ experiental process• going through „psychotherapeutic“ process – in group therapy: me as a tool for psychotherapeutic process – I can use myself in a psychotherapeutic alliance to change patients´ pathological factors 

SURSkala,Urban, Rubeš

Skala InstituteHeller, Frouzová

Jaroslav Skála – 1968 Recommendations for Psychotherapist´s Competencies

• Take and Give – both needs a lot of energy•Manage the art of confrontation• To be in the middle of thecourse of events and not to threaten anybody• Not to be afraid, do no harmand no poach

Experiential techniques, EncountersHow much of interpretations ?What form of self/reflection: ???

To learn some techniques by  experiencing myself

Expressive therapies, psychodrama ……. LESS INTEPRETATION, MORE FEEDBACK EACH OTHER

Do you know yourself?

17.10.2018 10

• What are my strengths

• What are my short‐term goals and long‐term goals?

• Who matters most to me?

• What am I ashamed of?

• What do I like to do for fun?

• What new activities am I interested in or willing to try?

• What am I worried about?

• What are my values? What do I believe in ?

• If I could have a wish, it would be

• Where do I feel  safest?

• What or who gives me comfort?

• If I wasn´t afraid, I would ….

• What is my proudest accomplishment?

• What is my biggest failure?

• Am I a night owl or an early bird?

• What do I like about my job? What do I dislike?

• What does my inner critic tell me?

• What do I do to show myself self‐compassion and self‐care?

• Am I an introvert or an extrovert?

• What am I passionate about?

• What is my happiest memory?

• What do my dreams tell me?

• What is my favorite book? Movie? Band? Food? Color? Animal?

• What am I grateful for?

• When I´m feeling down I like to ….

• I know I´m stressed when I

5 years5 

years

How you see levels ofself‐reflection sharing

I realize, become aware

I say to individual therapist

I write to the diary

I say to t‐group

I say to a T‐community

Feed/back 

MIID/MIED

MIID/MIED ?

Topics for sharing in a group / When in the process of training 

• Childhood• Relationship with parents• Partnership • Problems with children• Ambition, career• Sex• Money, standard of living• Culture, style of living• Politics• Position and influence of power

1 2 3 4 5

Research group• Feedback according to the year in training and after

• Questionnaires • Differentiating between psychotherapeutic schools

• Norcross – what style of work patients wants from therapist

• Quality of stories which are submitted by students for psychotherapeutic work

Findings from ResearchIndividual therapy as a part of training•More time and space•More deep and more intensive topics• Finishing up of topics from t‐ groups or t – communities

• Important part of the training especially  in second and third year of 5‐years study

• It helps overcomingcomplicated phases in training, especially in last years  of the training

Findings from researchTopics / problems going throughout all the formsof training

Group session

Individual session

Skills training

Community techniques

Self‐directed group session

Education, readings

Courses outside 

Morning community session as organizing program

Self‐reflectionFeedback ConfrontationExplanationExchange of Information

Findings from researchPremature release from the training / 

overcomming• Fear from failing the aptitude to lead the group session

•Demandingness – energy, time and money 

•Non‐trust for the group

Nevertheless, I stayed because:• Trust back  • Challenge – I will not give up!

• Understanding of group proces

• Feed‐back• Interesting info

Inspiration from the ResearchHow much can he endure uncertaintyin the process

Cohesion of the group Feed‐back

Information Orientation in the proces

Anxiety  Trust

Findings from the ResearchTherapist / Trainer

„GOOD“ and  „BAD“• Interest, trust, support, acceptance

• Available• Patience, peaceful• Sense for humor• Use of techniques, professionality

• Non/acceptance• Absent• Passive• Concentration on the un‐functional

Findings from the researchHow much and what training „gives“ 

Info, experience, models, 

techniques, ideasPersonalityprogress, self‐

reflection

Partnershiprelationship, needs of its ownJoy from the

change, environmental

stimuli

How much and why is training „giving“ (energy, motivation, pleasantness)

Info ‐ ratio

PersonalityI – on my own

PartnershipI – with theother ones+ Emotion

Motion

Usage of written surveys of own personality

•Global assessment of functioning scale•Questionnaires•Digest of adequate name, category•Feedbacks•Confrontation or comparison of approach

Example:What kind of therapist I want / I want to be

Dominant, directive

Let you lead the proces, listening

Strict, analyzing, confronting

Friendly, accepting, 

positive feedback

17.10.2018 23

Types of singles

Wisecrak, gimmick

Little Boys and Girls 

Bragging, ruffler

Poor Man

Example: Care about my psychic garden – how to spoil it– BLACK ON THE SOUL

Hurt

Offended

Powerless

Czernobyl Bargin

Jihad Sahara

2nd level of competency Knowing psychotherapeutic processes and techniques better

• 3 – 4 T‐groups in training community• With groups and community leaders• With supervision of group and community leaders 

Eclectic approach with emphasis on 

psychodynamic and interpersonal processes 

Main processes in the psychoterapeutic group‐integrative psychotherapy – Skaluv institut

Warming‐up –(something from the last time to say 

about)

Consent about program  (by negotiating) 

Exposition of client´s problem

Exploration by group

Naming/determinating/ 

negotiating „problem“

Intervention by technique/s

Expansion of topic/problem onto 

group

17.10.2018 26

Therapist sum upProtagonist´s last word

Second phase of training after being in a role of„patient in the group“: Two more levels to train

• Training students to lead the group• Roles rehearsal • Integrative model of leading group (with one protagonist or interactional)

• Educating and training group leaders in supervision

Prof. David DeitchUniversity ofCalifornia

Craft  / Skills ‐ Description of group session• What is said, done  …………… summary 

• What is just happening, naming the process … patient exposition• Group psychodynamic – roles, relating, • Communication styles during the session – of the group /individuals• Behavior patterns – typical reaction, „stories“

• What is the interpretation (what means: what is being said or happening …)• Focus on observation according levels of preparation to change/ positive thinking / openness /self‐reflection

• Focus on levels body‐ perception – emotion – thinking – interpersonal ‐transpersonal

Skill Training Modules• Basic psychotherapeutic skills• Leading psychotherapeutic group

• Managing defenses and motivation

• Body work• Managing psychic states• Communication skills• Family therapy

What happens in groups ? How do we do it?Naming of the processes,which took place all the year in their group 

led by Community leaders • Naming of the problem, • naming of psychotherapeutic intervention• Search for different variants of psychotherapeutic intervention• Recognizing and Training some roles,  and competenciesin the group

Some training techniquesand programs

Literary club

Morning short psychotherapeutic exercise

Ape rail Collage Cards

Cruxes

New methods of learning psychotherapy

Using videos of psychotherapy – from APA, youtube etc.

Using films, where psychotherapy is shown

Craft /Skills ‐ Switching content x process

• Exposition of the „patient“ – group reaction, interviewing• What are the problems?• Which one should I choose to work on? 

• For how many people in the group is this topic actual, relevant? • What I want to achieve, what direction is my strive?• What kind of technique I can use for this aim?  …… the other ones? 

• Does it go well? Should I ask „protagonist“ or a group?  Do I want protagonist to understand what is going on or do we lead the blind one?

Theory curriculum for integrative psychotherapists– working lists = horse/crib for test• Traditional schools with most important techniques: psychoanalytic and psychodynamic, Gestalt, CBT, PCA, TA, Exist., System/family, 

• Expressive methods, scaling, categorization, comparison, analogy, sociometry, questionnaires

• Integrative approach: common and specific factors and principles, psych. relationship, attachment and transference.

• Psychotherapeutic forms – indiv. /paar/Group/ System. and Family /TC• Systematic choosing of treatment according DG/problem, psychological needs, personality traits

• Focus on levels – body, perception, emotions, cognitions, interpersonal and transpersonal

• Focus on process, problem and it´s solving, models of personality growth, models of integrative supervision

• Models of integration, NLP, Multicultural, Transtheoretic, BDT, TLDP, DBT, AEDP

1. Supervision as every relationship include transference.

What kind of „transference towards supervisor“ helps you most

substantially?

3. How should you, as a supervisor, handle therapist transference in order to use it, to facilitate to 

process?  

• Trust – love – admiration – fear – anxiety – interest – affection for 

3rd level – knowing our COMPETENCIES better

Closing conference after 5 years of training

•Presentation and Advocating of 

•Final written work on self‐experience 

•Final theoretical work

San Diego ICAA Conference

Training in Psychotherapyof Dependency

1995

ClientSelf‐

experience

PracticeProfessional 

Profession as a tool

Theory

Schools, techniques,skills

Integrative supervision

Practice, competencies

Assesment, relationship

Plan with withre/contract

Cooperation withothers in program

Closing with after‐care attention

Evaluation oftreatment

Elements of educative system

Self/experience with Self‐reflection and learningpersonal skills

Knowledge ofpsychotherapeutic systemsand techniques

Ability to providepsych. techniques

Adequate Use of Knowledgeand Skills forClients

Ability to provide thepractice

MePs. map

TechniquesMatch

Competencies

What is the adequate theory curriculum for integrative therapy?

Short survey oftraditional schools 

with  most importanttechniques

Expressive methods

Integrative approach – common, relationship, transference … Psych. Form – Indiv …

Systemic choosing according …

Focus on levels

Focus on process, problem … integrative supervision

Models of integration

How much is proces in thepsychotherapy training coursepsychotherapy and how much coaching ? 

Coaching

Psychotherapy

How much of what in the training?

Theory

Self‐experience ofpsychotherapy

How should we work on some personal features, which are important for profession of „integrative psychotherapist“?• Name it ‐ Discuss  Self‐reflect how much I have it 

• How much and in what wayshould we work with the student to help/let him search for using his strengths

What deficits are serious problemand how we handle them?

Course of integrative psychotherapy for advanced ones‐ New integrative „enterprises“‐ Where are we in the field of psychotherrap. systems? ‐ Similarities of approachesand techniques‐ Creating new combinationsand comprehensive models

What do we want to teach?Learning objectives in integrative psychotherapy training

Spirituality, Etics, Kindness

Communication and relationship skills ‐ feedback

Cultivating of Thinking and Emotional States

Self‐reflection and Openes to Growth1

2

3

4

Where do we go?