Reinhard Exchange

Psychology professor Reinhard Tausch before his 90th birthday

Reinhard Tausch (born November 6, 1921 in Braunschweig ; † August 8, 2013 in Würzburg ) was one of the most important German psychologists in the second half of the 20th century . As a professor of psychology at the University of Hamburg he researched and spread with his wife Anne-Marie exchange the psychotherapy in Germany. Against considerable resistance and legal concerns, he set up a psychological counseling center for the general population in his institute, where psychotherapy was carried out by psychologists (instead of doctors). Psychology students could begin training in psychotherapy - at that time (1967) unique in Germany. He became known to a wider public through several television programs in the late 1970s that showed excerpts from group psychotherapy . Another main area of ​​work was educational psychology , also together with his spouse. They were able to show that school lessons in the 1960s and 1970s were strongly influenced by autocratic teacher behavior. On the basis of empirical studies, he advocated promoting the development of children and young people in a spirit of mutual respect and empathy . Her book "Educational Psychology", which was widely used at the time, had a major influence on school pedagogy and teacher training. With him, it became known far beyond academic circles, because it was used as a basis for work in a great many specialist discussions. For his services, Tausch was honored with the Hugo Münsterberg Medal and the Federal Cross of Merit, First Class.

Life

First stations

After graduating from high school in 1939 and participating in the Second World War , Tausch first studied elementary school education at the Hanover University of Education . There he passed the first teacher examination in 1946. From 1947 to 1950 he completed a psychology degree in Göttingen and received his doctorate in 1951 with an experimental thesis on two-eyed spatial perception . This was followed by three years as an assistant to Heinrich Düker , the director of the Psychological Institute in Marburg . Already at this time the occupation with client-centered psychotherapy began in research, teaching and practice. In 1954 he married the psychologist Anne-Marie Habeck. The couple had three daughters. Anne-Marie Tausch also became a close ally as a research fellow . The marriage lasted until her death in 1983. From 1954 to 1960 Tausch was a lecturer in educational psychology, responsible for training teachers. With a little delay - the research interests had long been on socially significant topics - he submitted his habilitation thesis in 1961 , an experimental study of the connection between optical illusions and constancy of size . After a refused call to the University of Education in Kiel , Tausch went to the University of Education in Kettwig / Duisburg as a professor for educational psychology in 1960 . There he headed the newly founded "Research Institute for Psychology of Education and Teaching" until 1964, the only one of its kind in the Federal Republic of Germany. In 1961, on a trip to the USA, he met Carl Rogers , one of the most important psychologists of the 20th century, who had a lasting influence on him and with whom he was to have a long friendship.

Early on, as it has always been the case later, it attracted attention outside of academic circles. His research results that autocratic teacher behavior was still widespread was also reported in the daily press or in SPIEGEL . In addition to a lot of approval, Reinhard and Anne-Marie Tausch often met with rejection and disregard for their studies. They have been questioned or autocratic behavior has been portrayed as inevitable.

A brief interlude led Tausch in 1964 to serve as an academic advisor at the University of Cologne for half a year , until he accepted the position of professor at the chair of psychology at the University of Hamburg in 1965 . He stayed here until his retirement in 1987.

The Hamburg years

Reinhard Tausch experienced the most scientifically fruitful years and the time of his greatest impact in Hamburg . Here he continued the research at a great teacher and educator behavior, and here he created the conditions for research and - for the first time in Germany - the practical training of students of psychology in psychotherapy - a new form of psychotherapy that of Carl Rogers in the United States developed was. His students - several hundred diploma students , over 60 doctors and about a dozen professors - met with tremendous response. Lectures in front of over 1000 students were not uncommon. He often showed video films with samples of his work as a teacher or psychotherapist , encouraged the active participation of the students through small group work or reported new findings that had not yet been included in his books. In 1967 the exchange succeeded in setting up a psychotherapeutic counseling center at the university in exchange for considerable resistance that is hardly imaginable today. Psychotherapy carried out by psychologists was then considered illegal. Tausch deliberately called the form of therapy developed by Carl Rogers , somewhat belittling, “ conversation psychotherapy ” in the hope that he could not be forbidden from having conversations with mentally impaired people. The advice center could be used by clients from the population, not only by students. She worked under the direction of the Academic Council Reinhold Schwab until 1989.

In 1970, Tausch and other psychologists founded the Society for Scientific Discussion Psychotherapy (GwG, today Society for Person-Centered Psychotherapy and Counseling). The society is committed to the dissemination and further development of the person-centered approach in science, therapy and counseling. Tausch was part of her scientific advisory board until his death.

Reinhard and Anne-Marie Tausch's work also met with great interest in the GDR . Contacts began in the late 1960s. In order to support the East German researchers Johannes Helm and Inge Frohburg, tape recordings of psychotherapy sessions were smuggled into the GDR. At an international congress of psychologists, a film about group psychotherapy had to be shown twice, the second time in Leipzig 's largest cinema in Leipzig at 6 a.m.

The contact with Carl Rogers developed into a friendship. In the 1970s, Tausch made regular trips to the United States to visit Rogers and participate in encounter groups at his Center for Studies of the Person in La Jolla , California . On the initiative of Tausch, Rogers received an honorary doctorate from the University of Hamburg in 1975 . During two visits to Hamburg (1981 and 1983) he gave lectures and workshops . He was a role model for Tausch that had a strong influence on him. But that didn't stop him from advocating other scientifically tested therapeutic methods. He strongly advocated that the Hamburg Institute set up a professorship for behavior therapy in 1976 .

Another pioneering act could be seen from 1978: The third television program of Südwestfunk ran about four times a year “Psycho-Treff”, a television series “to which many viewers were downright addicted ... And then we didn't all have a completely different view of our lives , our goals and our relationships? ”About 12 people and the couple Tausch as psychotherapists met for group discussions over a weekend. A two-hour cut of the course of the conversation was broadcast, followed by a live discussion. The 15 programs were broadcast several times and the audience response was enormous. An audience survey showed that the audience dealt deeply and genuinely with the content of the event. Many then felt the need to have a personally meaningful conversation themselves. In more than half it came about.

In 1980 Reinhard Tausch started the "Seminar for Mental Health". Initially based on the encounter groups as propagated by Carl Rogers , the event developed more and more into its own format in the course of its 32-year existence in the sense of multimodal psychotherapy for people with mental disabilities, at the same time as training for members of the helping professions, who were able to combine personal and professional development here. Twice a year 50 to 80 participants, at peak times over 100 participants and 5 to 10 counseling psychotherapists met for a week in an educational institution. The intensive program started at 7 a.m. with jogging or yoga and ended at around 10 p.m. with a relaxation exercise . For about a quarter of the total time, the participants spoke in small groups, led by a therapist, about what was stressing or moving them. In addition, there were discussions with all participants in the large group and events that focused on a specific topic such as partnership problems, separation and divorce, dying and death, forgiving yourself and others , ways of coping with stress . A detailed description can be found at Fox et al. Tausch last led this seminar in 2012, one year before his death.

In the last few years of his time in Hamburg , Tausch devoted himself to the question of how one can help people with psychological impairments through clearly presented scientific information. Illustrated with many verbatim statements about personal experiences, he wrote the book “Paths to Us” in 1983 together with Anne-Marie . It shows the possibility of a person-centered lifestyle in everyday life. In 1985, "Gentle Dying" was published, which describes his family's experiences with his wife's death. In addition, there are many testimonials from other people in the book that show what possibilities there are to deal constructively with this last phase of life.

After retirement

After retirement in exchange worked for some years on in Hamburg , in 1992 he moved then to Stuttgart , but remained there, the University of Hamburg transferred. He also held seminars on coping with stress on a regular basis and supervised diploma and doctoral students . At home he ran a small psychotherapeutic practice, continued to work in the "Seminar for Mental Health", gave seminars on stress reduction and the reduction of fears of dying and death, and was involved in the hospice movement and in the training of psychotherapists. He gave lectures and continued to write scientific articles on a variety of topics: reducing fears of dying and death, coping with separation from one's partner, sensory experiences , gratitude , sources of spiritual support and strength, serenity , forgiveness , self-discipline , the effects of religious beliefs , health psychology , Teacher behavior and multimodal psychotherapy. In 1989 the popular science book “Steps in Life” was published, called “Help with stress and strain” in later editions.

In 1991, Tausch was honored with the Hugo Münsterberg Medal by the Professional Association of German Psychologists for special services to applied psychology . In 2002 he was awarded the Federal Cross of Merit, 1st Class, for various services to the common good. The University of Hamburg commemorates Reinhard Tausch with a portrait photo in the William Stern room .

Reinhard Tausch died in 2013 at the age of 91.

Scientific achievements

Research philosophy

After a few perceptual psychological experiments, which Tausch referred to as hobby research in retrospect, he came to the conclusion early on that the quality of a scientific study is primarily measured by the question asked. In view of the practically infinite number of possible questions, he now wanted to work on topics that are of great practical importance for people's lives: What conditions do children and adolescents need so that they develop into mentally healthy and satisfied adults? What helps people to cope better with the inevitable difficulties of life and to achieve and maintain a satisfactory emotional quality of life ? How can people be helped to overcome mental disorders ? From his experiences with clients , participants in his seminars and everyday encounters, creative assumptions arose on this, which he then - and then he was a trained experimental psychologist - checked with scientific methods . It was very important to him that psychologists did not use untested hypotheses as advice. He was one of the first in Germany to demonstrate the effectiveness of conversation psychotherapy according to the methodical “gold standard” of therapy research that is still valid today , with the so-called controlled, randomized study . For all his appreciation of empiricism , however, he had an aversion to methodical subtleties. He is convinced that really important effects and relationships can also be found using simple statistical methods . Speculations in the humanities and complicated theoretical structures did not interest him. He wanted to find out what worked - how and why it worked was initially secondary. He devoted himself little to theoretical work, and only late in his research life.

educational Psychology

In educational psychology , Reinhard and Anne-Marie Tausch, after their experiences in National Socialism , were primarily concerned with how to promote social behavior and independent thinking and judgment in children and adolescents. In this way, education should contribute to supporting the development of a democratic society based on solidarity. To be emphasized are:

• Research into what actually happens in class and the use of the concept-based rating method as a research tool,
• the dimensional concept of teacher behavior, which replaces the previous type concept,
• Research into opportunities for improvement such as working in small groups and providing information that is easy to understand
• the importance of the therapeutic attitudes known from counseling psychotherapy for the conditions of teaching.

The basic idea was to research actual teaching practice. Lessons were recorded on phonograms and written down, and the linguistic utterances obtained in this way were examined by several assessors for various criteria. The concept-oriented rating procedure developed by Tausch's employees Inghard Langer and Friedemann Schulz von Thun was used as an important research tool. It allows complex characteristics of teacher behavior to be assessed by trained observers and keeps the degree of subjectivity that is inevitable in such ratings within narrow, controlled limits.

Dimensions of teacher behavior

It turned out that teacher behavior could be characterized with sufficient accuracy by two complex features (called “dimensions”): appreciation / disdain and guidance-direction. With a single number between +3 (high esteem) and −3 (strong disdain), each teacher could be assessed according to how far he was tolerant, patient, respectful, helping, polite, encouraging, pleased, warm-hearted, personal, cooperative, praising or displayed the opposite of it. And from 0 to 6 it was assessed how strongly a teacher steered the behavior and thinking of the students, for example through frequent questions, orders, frontal teaching . The possibility of characterizing teacher behavior through the combination of these two graded values ​​was a step forward compared to the coarse and hardly empirically verified type concepts that were prevalent at the time, such as authoritarian, laissez faire or socially integrative.

Non-directing, stimulating activities

However, it is not enough to steer a little and treat the students with appreciation. For good learning success, teachers also need to be highly active in a third dimension, proposed and empirically investigated by Reinhard and Anne-Marie Tausch , called “non-directing, stimulating activities”. Such activities were still rare in the teacher behavior observed at the time. This refers to activities such as showing commitment and enthusiasm, giving feedback, making offers, providing materials, being available for discussions, encouraging personal activity through working in small groups, expressing oneself in an easily understandable manner when imparting knowledge, ensuring a good group atmosphere and much more Exchange with his research group. This resulted in the “ Hamburg intelligibility concept ”, which is used far beyond the school to this day.

Education and teaching as an encounter from person to person

Inspired by the concept originally developed by Carl Rogers for psychotherapy and by American studies, two new dimensions were examined in everyday school life: authenticity and empathic understanding. Genuine (today often called authenticity ) means: What the teacher says and does is sincere, it corresponds to what he thinks and feels. He does not hide behind a professional facade. He can be felt as a person, not just as a role. He behaves naturally, without professional behavior. Empathetic understanding (nowadays often called empathy ) means: the teacher has the desire and the ability to put himself in the students' shoes, to see the world through the eyes of the students and to feel how they feel and think and what they need to be to feel comfortable in class and to learn successfully. Those who sincerely value the students, their abilities and development opportunities and understand their inner world have an inner compass that helps them to develop non-directing, stimulating activities.

Reinhard and Anne-Marie Tausch have presented their educational psychology comprehensively in the book of the same name. There are arguably few books that have influenced the thinking and practice of teaching more. Much of what seems natural today can be traced back to it. The world's largest summary of all teaching results in 2008 confirms the views of the research couple on many points. The most important success factor for the lesson is the teacher, his inner attitude, his external behavior, his methodological and didactic competence.

psychotherapy

Outstanding achievements in psychotherapy research were:

• Carrying out the first studies on the effectiveness of conversation psychotherapy on German clients,
• the introduction and empirical testing of a time-based form of client-centered group psychotherapy ,
• Openness to other therapeutic procedures with proven effectiveness, no commitment to a “therapy school”: multimodal psychotherapy.

Designations of the form of therapy

In addition to the original term counseling psychotherapy , the terms client-centered or person (s) centered psychotherapy were later used . Carl Rogers , the founder of this form of therapy, first called it non-directive counseling, then client-centered therapy, then person-centered therapy.

Dialogue psychotherapy in one-on-one discussions

A total of 9 studies on conversation psychotherapy were carried out, mainly between 1969 and 1974. The therapy results of over 500 clients and over 100 psychotherapists were examined carefully. All people who had registered with the counseling center were included (with the exception of a few people with psychotic disorders ). Half of the clients were randomly assigned to a control group . This group initially received no therapy (waiting group). All participants filled out questionnaires before and after the therapy or waiting time, with which the psychological changes were to be recorded. All therapy conversations were recorded on tape, assessors estimate the extent to which therapists behaved as the therapy concept intended and how the clients reacted to it. The therapists themselves were not involved in the scientific evaluation of their work. This experimental procedure was new in psychotherapy research in Germany and in many parts still withstands modern methodological requirements today. Despite the short duration of therapy (6–20 contacts) and in some cases quite inexperienced therapists, the majority of clients proved to be slightly to significantly improved. The greatest improvements were achieved by therapists who showed themselves to be particularly empathetic and appreciative, i.e. who were able to implement the therapy concept particularly well. Several variations have been tried, e.g. B. only clients without high school diploma, alternating therapists with the option to deselect after a few contacts by the client, telephone therapy, team therapy with a senior and a junior therapist, review of the course of therapy by another therapist after 5 and 10 sessions.

Client-centered group psychotherapy

Inspired by his own experiences in the encounter groups at Carl Rogers in La Jolla , California , Tausch came to the conclusion in 1972 that group therapies, compared to individual therapies, bring more helpful suggestions for clients and lead to improvements in a shorter time. From 1973, his counseling center therefore offered clients group therapy. It was important to him: The therapy took place in a time-massed form on two and a half days at the weekend in a conference house, with overnight stays, meals together, many opportunities for discussions outside of the group session, so to speak, a temporary coexistence. After that, there were some two and a half hour follow-up meetings about 14 days apart. The effects were examined in four studies in a total of 54 groups with 473 clients. There were clear or minor therapeutic successes in about 35% each, but also in 5 to 15% deterioration. - The verbatim minutes of a filmed discussion group and a follow-up questionnaire are reproduced in the book “Discussion Psychotherapy”, which was written together with his partner Anne-Marie .

Client-centered multimodal psychotherapy

In Germany no one was identified as an exchange with conversation psychotherapy . However, he did not see himself as a representative of a "therapy school", but as a researcher in the constant search for further or better scientifically justified ways to help mentally stressed people. He took not only the positive, but also the disappointing results of his own studies seriously: In addition to the general effectiveness of talk therapy, they showed that around 20 to 30 percent of clients did not experience sufficient improvement or even deterioration, even with very good talk therapists. That is why he advocated offering clients other therapeutic aids in addition to counseling psychotherapy, provided they were scientifically verified and respected the clients' self-determination. He called this concept client-centered multimodal therapy. To this he counted u. a. Methods of behavior therapy , relaxation training , methods of coping with stress , Eye Movement Desensitization and Reprocessing (EMDR), motivational interviewing , information about the development and therapy of mental disorders or additional support measures such as physical training. A self-developed form of a combination of client-centered conversations and visualizations of stressful situations he himself examined e.g. B. for the following areas: fear of dying and death, coping with a separation from the partner and coping with severe emotional injuries and severe feelings of guilt.

After a temporary decline in research on person-centered psychotherapy , effectiveness studies have seen a new bloom in recent years. In these international studies, person-centered psychotherapy proves to be just as effective as other forms of therapy examined. There is a trend towards integrative psychotherapy that transcends school. More important than the methods is the person of the therapist, especially his ability to build a stable relationship with the client. These more recent studies confirm many results and assumptions made by Reinhard Tausch.

Reinhard Tausch as a person

Numerous authors have made portraits, e.g. B. on the occasion of milestone birthdays or in obituaries, impressed and admired by Bausch as a person. He shaped the Hamburg institute and entire generations of students. A correspondence between scientific opinions and personal behavior is emphasized. In an autobiographical article, Tausch describes some of his academic teachers: "They were modest, very supportive and encouraging, not restrictive and directing, clear in their expression, hard-working and productive, but not ambitious or insistent." He himself is described in a very similar way. In addition, there is the courage to engage in activities that were previously unusual. He was filmed as a teacher in school lessons or as a psychotherapist in conversations with clients and presented the films to his students and the academic public for discussion. His thinking, regardless of traditional ideas, led to views that were rejected by many of his colleagues. He found it difficult to imagine that someone could be a good counseling therapist or teacher who does not meet his fellow human beings with real appreciation and empathy outside of therapy or class. Some professional therapists offended his statement (which has been proven by many studies) that laypeople can work just as therapeutically as academically trained psychotherapists. The fact that conversation psychotherapy is not always sufficiently effective and should be supplemented by other forms of therapy isolated him in the specialist society, which fought for the therapy to be recognized and financed by statutory health insurance. His annoyance with scientists who had hardly any experience as therapists themselves and who, in his opinion, paid more attention to methodological subtleties and theoretical derivations than to the meaningfulness of the question, led to his work increasingly appearing in not very high-ranking journals and therefore outside the narrowest specialist circles were less noticed. He did not like conforming to some of the academic customs. He remained true to the resolution he had taken after the war years: I will never do anything again if I cannot understand the point.

Works

• Inghard Langer, Friedemann Schulz von Thun, Reinhard Tausch: Express yourself in an understandable way. 10th edition. Ernst Reinhard, Munich / Basel 2015, ISBN 978-3-497-02532-9 . (also published in Czech and Polish)

• Anne-Marie Tausch, Reinhard Tausch: Paths to us and others: People seek to understand themselves and to meet others more openly . Rowohlt (rowohlt repertoire), Reinbek 2017, ISBN 978-3-688-10199-3 (original title: Weg zu uns . 1983.).

• Anne-Marie Tausch, Reinhard Tausch: gentle dying. What death means to life . Rowohlt (rowohlt repertoire), Reinbek 2017, ISBN 978-3-688-10195-5 (original title: ditto . 1985.). (also published in Italian)

• Reinhard Tausch: About myself . In: Ernst G. Wehner (Ed.): Psychology in self-portrayals . tape 3 . Hans Huber, Bern / Göttingen / Toronto 1992, ISBN 3-456-82087-9 , pp. 275-304 .

• Reinhard Tausch, Anne-Marie Tausch: Conversational Psychotherapy . 9th edition. Hogrefe, Göttingen 1990, ISBN 3-8017-0417-3 . (also published in Spanish)

• Reinhard Tausch, Anne-Marie Tausch: Educational Psychology. Person-to-person encounter . 11th edition. Hogrefe, Göttingen 1998, ISBN 3-8017-1000-9 . (also published in Italian and Dutch)

• Reinhard Tausch: Research in Germany on person-centered methods - teutonic thoroughness . In: Carl R Rogers, Harold C Lyon, Reinhard Tausch (Eds.): On becoming an effective teacher: Person-centered teaching, psychology, philosophy, and dialogues with Carl R. Rogers and Harold Lyon . Routledge, Abingdon (Oxfordshire) 2013, ISBN 978-0-415-81698-4 , pp. 115-133 .

• Reinhard Tausch: Help with stress and strain: What we can do for our health . Rowohlt (rowohlt repertoire), Reinbek 2017, ISBN 978-3-688-10193-1 (Original title: Steps in life: dealing with stressful feelings . 1989.). (also published in Italian and Dutch)

literature

• Michael Behr, Susanne Vahrenkamp: Socially significant psychology - on the 80th birthday of Reinhard Tausch . In: conversational psychotherapy and person-centered counseling . tape 33 , no. 1 , 2002, ISSN  0932-934X , p. 5-11 .

• Helmuth Beutel, Jürgen Höder, Olaf Kormannshaus, Daniela Tausch: Obituary - memories of Reinhard Tausch . In: Systhema . tape 28 , no. 1 , 2014, p. 107-113 .

• Ulfried Geuter: The man who taught us to listen sensitively. A portrait of the psychologist and psychotherapist Reinhard Tausch . In: Psychology Today . No. 4 , 2007, ISSN  0340-1677 , p. 65-71 .

• Inghard Langer (Ed.): Humanity and Science. Festschrift for the 80th birthday of Reinhard Tausch . GwG-Verlag, Cologne 2001, ISBN 3-926842-33-4 .

• Inghard Langer: Swap, Reinhard . In: Gerhard Stumm, Alfred Pritz et al. (Hrsg.): Personal dictionary of psychotherapy . Springer, Vienna 2005, ISBN 3-211-83818-X , p. 473-474 .

• Friedemann Schulz von Thun: The humane as a task. Obituary for Reinhard Tausch . In: Report Psychology . tape 38 , no. 10 , 2013, ISSN  0344-9602 , p. 407 .

• Rudolf O. Zucha: Reinhard Tausch (1921–2013) . In: International journal for social psychology and group dynamics in business and society . tape 38 , no. 2 , 2013, ISSN  0254-928X , p. 41-43 .

Individual evidence

1. ↑ anonymous: thank you 0.5 times . In: Der Spiegel . No. 3 , 1964, ISSN  0038-7452 , pp. 50-51 .
2. ^ Inge Frohburg: Conversational Psychotherapy I: The university founding years; Conversational psychotherapy II: Proven in clinical practice . In: Michael Geyer (Ed.): Psychotherapy in East Germany. History and stories . Vandenhoeck & Ruprecht, Göttingen 2011, ISBN 978-3-525-40177-4 , p. 292-307 and 496-507 .
3. ↑ Martin Chechne: "Psychology is: understanding yourself and others better" . In: Psychology Today . No. 10 , 2014, ISSN  0340-1677 , p. 44-48 . (Interview with the editor-in-chief Heiko Ernst)
4. ↑ Sven Tönnies, Roswitha Haas-Schmid u. a .: A discussion group in the TV viewer's experience . In: GwG-Info . No. 43 , 1981, pp. 34-41 .
5. ↑ Mario Fox, Jürgen Höder, Thomas Spielmann: Seminar for Mental Health - as the participants see it . In: Inghard Langer (Ed.): Humanity and Science. Festschrift for the 80th birthday of Reinhard Tausch . GwG-Verlag, Cologne 2001, ISBN 3-926842-33-4 , p. 339-349 .
6. ↑ Stefan Baier: "Father of conversational psychotherapy in Germany" . In: Report Psychology . tape 16 , no. 11-12 , 1991, ISSN  0344-9602 , pp. 17-19 .
7. ↑ Inghard Langer, Friedemann Schulz von Thun: Measurement of complex characteristics in psychology and education: rating procedures (=  standard works from psychology and education - reprints ). Waxmann, Münster 2007, ISBN 978-3-8309-1758-8 .
8. ↑ David N. Aspy, Flora N. Roebuck: From humane ideas to humane technology and back again many times . In: Education . tape 95 , no. 2 , 1974, ISSN  0013-1172 , pp. 163-171 .
9. ↑ John Hattie: Visible learning: A synthesis of over 800 meta-analyzes relating to achievement . Routledge, Abingdon (Oxfordshire) 2008, ISBN 978-0-415-47618-8 .
10. ↑ Studies on individual psychotherapy:
    • Reinhard Tausch: Results and processes of client-centered conversation psychotherapy with 550 clients and 115 psychotherapists. A summary of the Hamburg research project . In: Peter Jankowski et al. (Ed.): Client-centered psychotherapy today. Report on the 1st European Congress for Conversational Psychotherapy in Würzburg . Hogrefe, Göttingen 1976, ISBN 3-8017-0119-0 , p. 60-73 .
    • Claudia Boeck-Singelmann, Reinhold Schwab, Sven Tönnies: Client-centered psychotherapy in the form of team therapy . In: Michael Behr u. a. (Ed.): Person-centered psychology and psychotherapy, yearbook 1992 . tape 3 . GwG-Verlag, Cologne 1992, ISBN 3-926842-09-1 , p. 9-23 .
    • Helga Schäfer: Clarifying interviews and alternative therapist choice by the client . In: Michael Behr u. a. (Ed.): Person-centered psychology and psychotherapy, yearbook 1992 . tape 3 . GwG-Verlag, Cologne 1992, ISBN 3-926842-09-1 , p. 24-37 .
11. ^ Carl R. Rogers: Encounter groups: the experience of human encounter . 2nd Edition. Fischer-Taschenbuch, Frankfurt am Main 1987, ISBN 3-596-42260-4 .
12. ↑ Studies on group psychotherapy
    • Manfred Bruhn, Reinhold Schwab, Reinhard Tausch:: The effects of intensive person-centered discussion groups on clients with mental impairments . In: Journal of Clinical Psychology . tape 9 , no. 4 , 1980, ISSN  0084-5345 , pp. 266-280 .
    • Birgit Westermann, Reinhold Schwab, Reinhard Tausch: Effects and processes of person-centered group psychotherapy in 164 clients of a psychotherapeutic counseling center . In: Journal of Clinical Psychology . tape 12 , no. 4 , 1983, ISSN  0084-5345 , p. 273-292 .
    • Gisela Pomrehn, Reinhard Tausch, Sven Tönnies: Person-centered group therapy: processes and effects after 1 year in 87 clients . In: Journal for person-centered psychology and psychotherapy . tape 5 , no. 1 , 1986, ISSN  0723-1237 , pp. 19-31 .
    • Cornelia Tausch, Inghard Langer, Harry Bergeest: Person- centered group discussions for couples with partner difficulties . In: Journal for person-centered psychology and psychotherapy . tape 3 , no. 4 , 1984, ISSN  0723-1237 , pp. 489-497 .
13. ↑ Reinhard Tausch: Client-centered multimodal psychotherapy . In: Journal of Social Psychology and Group Dynamics . tape 15 , no. 3 , 1990, ISSN  0254-928X , pp. 28-41 .
14. ^ Robert Elliott, Leslie S Greenberg, Jeanne Watson, Ladislav Timulak, Elizabeth Freire: Research on humanistic-experiential psychotherapies . In: Michael Lambert (Ed.): Bergin and Garfield's Handbook of psychotherapy and behavior change . John Wiley & Sons, Hoboken, New Jersey 2013, ISBN 978-1-118-03820-8 , pp. 495-538 .
15. ↑ Michael Lambert: The efficacy and effectiveness of psychotherapy . In: Michael Lambert (Ed.): Bergin and Garfield's Handbook of psychotherapy and behavior change . John Wiley & Sons, Hoboken, New Jersey 2013, ISBN 978-1-118-03820-8 , pp. 169-218 .
16. ↑ Reinhard Tausch: About myself . In: Ernst G. Wehner (Ed.): Psychology in self-portrayals . tape 3 . Hans Huber, Bern / Göttingen / Toronto 1992, ISBN 3-456-82087-9 , pp. 275-304 .
17. ^ Clara E Hill, Sarah Knox: Training and supervision in psychotherapy . In: Michael Lambert (Ed.): Bergin and Garfield's handbook of psychotherapy and behavior change . John Wiley & Sons, Hoboken, New Jersey 2013, ISBN 978-1-118-03820-8 , pp. 775-811 .

Web links

• Literature by and about Reinhard Tausch in the catalog of the German National Library
• Works by and about Reinhard Tausch  in the German Digital Library
• Reinhard Tausch in the PubPsych database