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Developing relational competence in psychotherapy training: a qualitative study of trainees' perspectives
Giovanna Trimoldi1, Marco Sambin2, Pietro Spataro1
1Universitas Mercatorum, Rome.
Research in Psychotherapy (Milano)
|April 23, 2026
Summary
Psychotherapy trainees view relational competence as foundational and multidimensional. Their development is shaped by patient feedback and experiential learning, highlighting the need for integrated training models.
Area of Science:
- Psychology
- Psychotherapy Training
- Clinical Psychology
Background:
- Relational competence significantly impacts psychotherapy outcomes.
- Understanding trainee development of relational skills is crucial but underexplored.
Purpose of the Study:
- To explore how psychotherapy trainees conceptualize relational competence.
- To identify trainees' perceived strengths, limitations, and influential developmental experiences.
Main Methods:
- Qualitative, trainee-centered approach.
- Structured interviews with 49 psychotherapy trainees.
- Inductive qualitative content analysis of interview data.
Main Results:
- Relational competence is seen as foundational and multidimensional.
- Strengths are often validated externally (patient-driven).
- Limitations are context-dependent; experiential learning is key for development.
Conclusions:
- Relational competence is a dynamic construct influenced by personal factors, experience, and professional identity.
- Training should integrate experiential and reflective elements.
- Internalized standards for competence need support in training.
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