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Background <p>Although numerous studies have examined the training of relational skills, they have not provided a&#xa0;comprehensive review of the study design, the concepts and the elements of the training.</p> Objective <p>This scoping review aims to compile studies on school-independent training of relational skills for psychotherapists and to analyze the underlying study and training designs.</p> Methods <p>A&#xa0;systematic search in PsycINFO and Medline identified German and English language studies on training of relational skills published since 1990. Included were (quasi-) experimental studies conducted in clinical settings with at least one patient-rated outcome. Data collection and synthesis followed a&#xa0;modified preferred reporting Items for systematic reviews and meta-analyses (PRISMA) approach, with independent reviews conducted by three authors.</p> Results <p>A&#xa0;total of 16&#xa0;studies fulfilled the inclusion criteria. The most frequently trained relational skills were mindfulness, interpersonal awareness, metacommunication, and immediacy. Most training programs for relational skills are conducted as weekly group workshops. They mostly contained several elements, such as didactic instructions, role playing, group discussions, and mindfulness exercises.</p> Conclusion <p>Due to the limited availability of manuals, inconsistent terminology and unclear content descriptions, there are uncertainties regarding the exact training procedures and contents. To enhance clarity and comparability, future studies should adhere to established reporting guidelines for training programs. Furthermore, a&#xa0;systematic comparison of available manuals on training of relational skills would be desirable.</p>

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Trainings von Relational Skills im Vergleich: Scoping Review

  • 期刊论文

  • 发表日期：

    2026年1月14日

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  • Julien Laporte,
  • Lara Pasternak,
  • Julius Greiser,
  • Antje Gumz

摘要

Background

Although numerous studies have examined the training of relational skills, they have not provided a comprehensive review of the study design, the concepts and the elements of the training.

Objective

This scoping review aims to compile studies on school-independent training of relational skills for psychotherapists and to analyze the underlying study and training designs.

Methods

A systematic search in PsycINFO and Medline identified German and English language studies on training of relational skills published since 1990. Included were (quasi-) experimental studies conducted in clinical settings with at least one patient-rated outcome. Data collection and synthesis followed a modified preferred reporting Items for systematic reviews and meta-analyses (PRISMA) approach, with independent reviews conducted by three authors.

Results

A total of 16 studies fulfilled the inclusion criteria. The most frequently trained relational skills were mindfulness, interpersonal awareness, metacommunication, and immediacy. Most training programs for relational skills are conducted as weekly group workshops. They mostly contained several elements, such as didactic instructions, role playing, group discussions, and mindfulness exercises.

Conclusion

Due to the limited availability of manuals, inconsistent terminology and unclear content descriptions, there are uncertainties regarding the exact training procedures and contents. To enhance clarity and comparability, future studies should adhere to established reporting guidelines for training programs. Furthermore, a systematic comparison of available manuals on training of relational skills would be desirable.