Abstract：
BACKGROUND: With the development of multidisciplinary addictology teams, the ability of an addictologist to reliably assess personality psychopathology can be considered an important prerequisite that significantly enters the process of treatment planning.
OBJECTIVE: Verification of the reliability and validity of the assessment of personality psychopathology in master\'s students of Addictology (addiction science) based on the Structured Interview of Personality Organization (STIPO) scoring course.
METHODS: 31 Master\'s students of Addictology independently evaluated 7 STIPO protocols based on recordings. The presented patients were unknown to the students. The resulting scores of students were compared with 1. expert scores of a clinical psychologist with extensive experience with the STIPO; 2. scores of 4 psychologists without previous experience with the STIPO who have attended the course; 3. information on previous clinical experience and education of the students. The comparison of scores was performed using a coefficient of intraclass correlation, a social relation model analysis and linear mixed-effect models.
RESULTS: Students demonstrated a high degree of inter-rater reliability with a significant degree of agreement in patient assessments, as well as a high to satisfactory degree of validity in the STIPO assessments. An increase in validity after the individual phases of the course was not proven. Their evaluations were generally independent of previous education, as well as diagnostic and therapeutic experience.
CONCLUSIONS: The STIPO seems to be a useful tool to facilitate the communication of personality psychopathology between independent experts within multidisciplinary addictology teams. Training in the STIPO can be a useful addition to the study curriculum.
OBJECTIVE: Verification of the reliability and validity of the assessment of personality psychopathology in master\'s students of Addictology (addiction science) based on the Structured Interview of Personality Organization (STIPO) scoring course.
METHODS: 31 Master\'s students of Addictology independently evaluated 7 STIPO protocols based on recordings. The presented patients were unknown to the students. The resulting scores of students were compared with 1. expert scores of a clinical psychologist with extensive experience with the STIPO; 2. scores of 4 psychologists without previous experience with the STIPO who have attended the course; 3. information on previous clinical experience and education of the students. The comparison of scores was performed using a coefficient of intraclass correlation, a social relation model analysis and linear mixed-effect models.
RESULTS: Students demonstrated a high degree of inter-rater reliability with a significant degree of agreement in patient assessments, as well as a high to satisfactory degree of validity in the STIPO assessments. An increase in validity after the individual phases of the course was not proven. Their evaluations were generally independent of previous education, as well as diagnostic and therapeutic experience.
CONCLUSIONS: The STIPO seems to be a useful tool to facilitate the communication of personality psychopathology between independent experts within multidisciplinary addictology teams. Training in the STIPO can be a useful addition to the study curriculum.
摘要：
背景：随着多学科学科团队的发展，专家可靠地评估人格心理病理学的能力可以被认为是进入治疗计划过程的重要先决条件。
目的：验证基于人格组织结构化访谈（STIPO）评分课程的成瘾（成瘾科学）硕士研究生人格心理病理学评估的信度和效度。
方法：31名主科学生根据录音独立评估了7种STIPO方案。学生不知道所介绍的患者。学生的所得分数与1。具有STIPO丰富经验的临床心理学家的专家评分；2.4名没有参加过STIPO经验的心理学家的分数；3.关于学生以前的临床经验和教育的信息。分数的比较是使用类内相关系数进行的，社会关系模型分析和线性混合效应模型。
结果：学生表现出高度的评分者间可靠性，在患者评估中具有显着的一致性，以及在STIPO评估中的高度到令人满意的有效性。在课程的各个阶段之后，有效性的提高没有得到证明。他们的评估通常独立于以前的教育，以及诊断和治疗经验。
结论：STIPO似乎是一种有用的工具，可以促进多学科专家团队中独立专家之间的人格心理病理学交流。STIPO培训可以是学习课程的有用补充。
目的：验证基于人格组织结构化访谈（STIPO）评分课程的成瘾（成瘾科学）硕士研究生人格心理病理学评估的信度和效度。
方法：31名主科学生根据录音独立评估了7种STIPO方案。
结果：学生表现出高度的评分者间可靠性，在患者评估中具有显着的一致性，
结论：STIPO似乎是一种有用的工具，可以促进多学科专家团队中独立专家之间的人格心理病理学交流。
