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[Alternative treatment in psychiatric and psychotherapy facilities in Germany].

Questionnaires were sent to 545 clinics with at least partial psychotherapeutic or psychiatric activities to find out the spectrum of therapeutic techniques and methods used, as well as the spectrum of therapists' qualifications. From the 314 responding clinics, 127 different methods were named with an average of 4.0 each. The proportion of physicians and psychologists to patients becomes worse the bigger the clinics are: e.g., in the class of less than 50 beds, one psychologist cares for 7 patients; in the class 51-300 beds, the relation is one to 48. The six most frequently used methods are: music therapy (36.9%), imagery (25.2%), dance therapy (23.2%), autogenous training (22.6%), body therapies (21.7%), and psychodrama (18.2%). Apart from physicians and psychologists, 38 other professional groups were named. Comparing the answers concerning the methods with the performing professional group, an apparent trend towards a professional diversification was found, e.g. only 62% of music therapy is performed by music therapists, the rest by other professional groups. Finally, analysis of special remarks on the questionnaires resulted in four groups: discussions concerning the term alternative methods, recommendations to use unconventional methods after the clinical phase, conceptual changes of a clinic, and broader theoretical backgrounds integrating various methods, e.g. the psychoanalytic concept.

Combined Modality Therapy↗

[Educational intervention in schools for the prevention of smoking: evaluation of the process. Project: OCTOPUS].

BACKGROUND: The published data on the effectiveness of programs in schools to prevent addiction to tobacco are not consistent. These programs have not been sufficiently studied, and their variables give rise to confusion. The aim of this study was to evaluate the process of educational action taken in schools. METHOD: Student leaders and teachers, who were trained and given guides, developed a socially based program. Two students selected at random from each class were interviewed, using a validated and directed questionnaire. A total of 318 children were interviewed. The Kappa Index was used to measure confidence, and the Inter-Class Coefficient of Correlation and Pearson's Coefficient were used together with analysis of individual differences to compare the data for program adjustment, as supplied by pupils and teachers. RESULTS: Mean adjustment per class was 30.07 points (48-100% adjustment). 26% of children were unable to mention any alternative to the advantages of smoking, 71.7% were unaware of the frequency of consumption amongst adults and 19.5% were unable to mention any of the tricks used in cigarette advertising. Less than half had performed psychodrama on this subject, as was required. The ICC was 0.21, Pearson's Coefficient was 0.25 (p = 0.02) and the interval of agreement between the descriptions of teachers and students was 6.93 points (-1.70 to 5.23). CONCLUSIONS: The degree to which implementation complied with the proposed model of program was insufficient. We found little agreement between the self-assessment of teachers and the score attained by pupils in compliance with the program. It is essential that this process be evaluated for its impact to be evaluated correctly.

Adolescent↗