ABSTRACT 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.

中文翻译：

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测量心理动力学儿童心理治疗过程的不同观点

摘要 本研究的目的是探索不同的测量如何有助于理解心理动力学儿童心理治疗的变化过程。将儿童心理治疗 Q-Set (CPQ) 与儿童心理治疗师对心理治疗过程的描述进行比较，在治疗期间每三个月系统收集一次，并与每次治疗后完成的情感词检查表 24 (FWC-24) 进行比较。目的还在于检查这三种不同的测量如何一起描述随时间的变化，以及它们如何反映在儿童与心理治疗师之间的关系中。制定了以下问题：(1) CPQ 可以识别哪些相互作用结构？(2) 治疗师如何描述心理治疗的过程，使用 FWC-24 治疗师的感受是如何出现的？(3) 不同的测量如何相互丰富并有助于理解心理治疗过程？(4) 与假设的心理动力学儿童心理治疗原型会话相比，如何描述治疗？对录像的儿童心理治疗进行了整体分析。CPQ 提供了心理治疗师和孩子的行为和互动的图片，补充了心理治疗师在填写问卷和 FWC-24 时的主观印象。对儿童与心理治疗师之间互动的分析表明，在处理儿童的问题之前，创造一个支持性和安全的环境以实现心理亲近感的重要性。对治疗的分析强调了心理治疗师元能力的重要性，即心理治疗师需要用来指导任何干预、使用何种干预以及何时适合的总体能力。