The role of feedback in therapist training of facilitative interpersonal skills

After nearly a century and a half since the advent of psychotherapy, little has been done to identify the training practices that contribute to improved client outcomes. While several therapist characteristics associated with improved client outcomes have been identified in psychotherapy literature, little has been done to examine how educators and supervisors can best help therapists develop expertise. The following dissertation outlines a study that seeks to identify the role that supervisor feedback has in the development of therapists’ facilitative interpersonal skills. The present analysis used data from a randomized controlled trial of therapists (n = 72) as they engaged in targeted, repeated practice of challenging therapy scenarios. Several mixed-design ANOVAs were conducted to compare the facilitative interpersonal skills of therapists who evaluated their own performance to those who received supervisor feedback. Another analysis was conducted to identify therapist characteristics that allowed therapists to transfer these skills to new contexts. Findings identified that supervisor feedback had a strong effect in improving therapists’ skills over time. Also, the number of hours therapists report deliberately practicing therapy skills outside of therapy was related to the improved performance when applying skills to new contexts. The implications for future clinical training and research are discussed.