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Background <p>With the entering into force of the new Psychotherapist Act, teaching therapies (LT) were established as a&#xa0;mandatory training format in the reformed master’s study programs in clinical psychology and psychotherapy. They combine practice-oriented learning with real patient care but also represent a&#xa0;didactic and clinical innovation.</p> Objective <p>This article reports initial experiences with the implementation of LT at the RPTU Kaiserslautern-Landau and discusses the challenges and opportunities concerning case selection, relationship building and student involvement.</p> Method <p>Experiences from two cohorts (<i>n</i> = 89&#xa0;students, <i>n</i> = 63&#xa0;patients, <i>n</i> = 14&#xa0;teaching therapists) with a&#xa0;total of 71&#xa0;LT in adult and child/adolescent therapy are reflected upon and discussed. Based on the longitudinal data gathered so far and qualitative feedback from all participants, perspectives and future research needs are derived.</p> Results and conclusion <p>The LT show considerable potential for practice-oriented learning and provide an expansion of treatment options for patients. At the same time, challenges arise in case selection, therapeutic relationship dynamics and the degree of student involvement. For evidence-based further development, systematic evaluation, cross-university collaboration and the creation of shared guidelines would be desirable.</p>

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Lehrtherapien im Psychotherapiestudium

  • 期刊论文

  • 发表日期：

    2026年3月4日

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  • Rabea Vogt,
  • Julia A. Glombiewski,
  • Daniela Schwarz,
  • Julia W. Haas

摘要

Background

With the entering into force of the new Psychotherapist Act, teaching therapies (LT) were established as a mandatory training format in the reformed master’s study programs in clinical psychology and psychotherapy. They combine practice-oriented learning with real patient care but also represent a didactic and clinical innovation.

Objective

This article reports initial experiences with the implementation of LT at the RPTU Kaiserslautern-Landau and discusses the challenges and opportunities concerning case selection, relationship building and student involvement.

Method

Experiences from two cohorts (n = 89 students, n = 63 patients, n = 14 teaching therapists) with a total of 71 LT in adult and child/adolescent therapy are reflected upon and discussed. Based on the longitudinal data gathered so far and qualitative feedback from all participants, perspectives and future research needs are derived.

Results and conclusion

The LT show considerable potential for practice-oriented learning and provide an expansion of treatment options for patients. At the same time, challenges arise in case selection, therapeutic relationship dynamics and the degree of student involvement. For evidence-based further development, systematic evaluation, cross-university collaboration and the creation of shared guidelines would be desirable.