Este artículo forma parte de una investigación denominada "Competencias y percepciones de los Educadores Tradicionales Mapuche, en la implementación del Sector Lengua Indígena Mapuzugun", financiada por el Proyecto FONIDE N°: FT11258. Se agradece el financiamiento otorgado por el Proyecto Basal FB0003 del
IntroductionCountertransference (CT) includes a full range of cognitive, affective and behavioral responses that therapists experiment with their patients. Recent evidence indicates that countertransference can help understand the psychological reality of the patient, and also be a prognostic indicator of treatment.Objectiveto evaluate the relationship between countertransference and the patient´s psychopathology.MethodAn adapted Countertransference Questionnaire (CTQ), made by Betan et al, was applied to a group of psychiatry residents and teaching psychiatrists after observing a first psychodynamic psychotherapy interview through a one way mirror during the year 2013. The patients clinical severity was measured with the Clinical Global Impression Scale (CGI- severity of illness), and then categorized into mild (3), moderate (4) and severe (5).Resultswe found statistically significant difference between the three groups of CGI in the scores of the CTQ factor of Empathic-Involved countertransference (Kruskal-Wallis test X2 = 17.335, p <.000) with mean values of 65, 03 (mild), 124,57 (moderate) and 72,58 (severe) and in the Distant-Rejecting countertransference factor (Kruskal-Wallis test X2 = 29.045, p < .000) with mean values of 82,44 (mild), 39,67 (moderate) and 83,30 (severe).Fig 1Countertransference (CTQ) and Severity of Illness (CGI)ConclusionWe have found controversy in the literature regarding countertransference and the patients severity of illness. Our results suggest that psychiatry residents and faculty react with less Empathic-Involved CT, and more Distant-Rejecting CT in the mild and severe patients (CGI).
Countertransference (CT) includes a full range of cognitive, affective and behavioral responses that therapists experiment with their patients. Countertransference is closely related to Empathy; defined as the ability to understand and share emotional experiences and mental states of others. The Countertransference Questionnaire (CTQ, by Betan et al measures and groups countertransference within seven factors, including an Empathic-Involved CT factor (EICT). Empathic researched has showed that female health professionals present higher scores on empathy scales than men. OBJECTIVE: describe the relationship, if any, between sex and scores in the Empathic-Involved CT factor (EICT), in a group of observers and interviewers during a first psychotherapy interview. METHOD: An adapted version of the Countertransference Questionnaire (CTQ), made by Betan et al, was applied to a group of psychiatry residents and teaching psychiatrists after observing a first psychodynamic psychotherapy interview through a one way mirror room during the year 2013. RESULTS: Women, with a median of 27, scored significantly higher than the group of men, with a median of 25 for EICT (Mann-Whittney, U = 2263, p = 0.038). CONCLUSIONS: Our results show that female residents and psychiatry faculty scored higher for EICT than their male colleagues. These findings suggest and are consistent with lliterature research, where female health professionals present more empathy compared to their male colleagues. A limitation of this study is the homogeneity of the sample, since all interviews were observed and / or performed by the same professional.
El trabajo presenta un estudio de casos realizado en tres escuelas en donde se implementa el Programa de Educación Intercultural Bilingüe (PEIB) en Chile. Se analizaron sus condiciones de implementación y la competencia lingüística e intercultural de los educadores tradicionales. La presente investigación describe a los educadores tradicionales como un grupo con altas competencias y, por tanto, como actores idóneos para llevar adelante este tipo de iniciativas. Además, se releva la importancia de la participación de los directivos, profesores y de la comunidad, tanto indígena como educativa, destacándose el carácter comunitario del proceso.
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