The development of facilitative interpersonal skills during 5-year psychology training programs: a cross-sectional study

Abstract

Research has consistently found that therapists differ in psychotherapy outcomes. Interpersonal skills, as measured with the Facilitative interpersonal skills (FIS) task, have been found to be one of few therapist characteristics that reliably predicts outcome. To extend current knowledge of the development of interpersonal skills, this study investigates the association between FIS and progression on a 5-year psychologist program, while also accounting for potentially confounding or moderating variables. Utilizing a cross-sectional design, sixty-five students from psychology programs in Sweden were assessed with the FIS performance task and completed self-reports on several variables, including demographics, indicators of clinical experience and psychological variables (deliberate practice, natural helping, motivation for clinical work and test anxiety). Using hierarchical linear regression and moderated regression analysis the results showed that student’s semester on the program was a significant predictor of FIS above and beyond the effect of other variables. Also, higher motivation for clinical work and higher test anxiety emerged as significant positive predictors of FIS scores. Deliberate practice did not moderate the relationship. The findings provide preliminary support for an association between FIS and further progression on the psychology program in Sweden. Implications for practice, theory and future investigations are discussed.

Keywords:

• facilitative interpersonal skills
• deliberate practice
• formal education
• therapist training

Disclosure statement

No potential conflict of interest was reported by the authors.