Das neue Psychotherapeutengesetz: Rückblick auf drei Jahre und Beispiele universitärer Umsetzung in der Klinischen Kinder- und Jugendpsychologie und -psychotherapie.

Autor/inn/en	Asbrand, Julia; Calvano, Claudia; Crombach, Anselm; Hanisch, Charlotte; Hartmann, Andrea S.; Hechler, Tanja; Heinrichs, Nina; In-Albon, Tina; Jungmann, Stefanie M.; Kaurin, Aleksandra; Kolar, David R.; Lindenberg, Katajun; Linke, Julia O.; Lippert, Michael W.; Reck, Corinna; Roesmann, Kati; Schuwerk, Tobias; Schäfer, Sarah K.; Schmitz, Julian; Schneider, Silvia; Schwenck, Christina; Szota, Katharina; Wirth, Elena von; Zietlow, Anna-Lena; Christiansen, Hanna
Titel	Das neue Psychotherapeutengesetz: Rückblick auf drei Jahre und Beispiele universitärer Umsetzung in der Klinischen Kinder- und Jugendpsychologie und -psychotherapie. Gefälligkeitsübersetzung: The new psychotherapist Act: A look back at three years and examples of university implementation in clinical child and adolescent psychology and psychotherapy.
Quelle	In: Kindheit und Entwicklung, 34 (2025) 2, S. 105-120Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2190-6246
DOI	10.1026/0942-5403/a000482
Schlagwörter	Jugendpsychologie; Kinderpsychologie; Kind; Curriculum; Psychotherapie; Gesetz; Ausbildung; Hochschule; Jugendlicher
Abstract	University-based clinical child and adolescent psychology and psychotherapy in Germany has recently experienced a significant development as part of the reform of psychotherapy training. This reform and the associated new licensing regulations for psychotherapists have led to a reorganization of the teaching and practice opportunities for students. In this article, many professors from the Clinical Child and Adolescent Psychology departments at various German universities share their experiences with the conversion of the degree program. They present both commonalities and details of the locations in implementing the teaching programs. Based on different levels of resources, some 30 state universities currently provide in-depth child and adolescent psychology and psychotherapy training. The bachelor?s degree provides knowledge about disorders, their classification, diagnostics, and etiology. The practical training of the master?s program complements this knowledge and demands of all students competencies for psychotherapeutic work with children, adolescents, and their families. In this article, we describe the framework conditions (law and licensing regulations) and present examples of teaching formats, in light of the required procedural diversity. The article concludes with a description of the remaining challenges for the field in the coming years. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3