The Relation Between Knowledge and Skills Assessments in Psychotherapy Training: Secondary Analysis of a Randomized Controlled Trial

Although the assessment of therapists' competence is often conceptualized in a hierarchical model, the model's implications are underresearched. This study thus focuses on the association between theoretical knowledge and applied knowledge on one side, and communication and therapy skills on the other. Psychology students (N = 69) took part in a psychotherapy training study, including role-plays with standardized patients. The training interventions included reading treatment manuals and watching model videos. We measured theoretical knowledge using multiple-choice questions, applied knowledge using case vignettes, and psychotherapy skills in videotaped sessions with standardized patients using independent competence ratings. Theoretical knowledge correlated significantly with practical competences (r = .28-.36, p < .05) and predicted postintervention skills in standardized patients interactions (β = .21-.35, p < .05). Applied knowledge was significantly correlated with practical competences (r = .31-.54, p < .05), and predicted postintervention skills in one out of two treatment conditions (β = .47, p < .001). The results underline the importance of theoretical knowledge and applied knowledge in psychotherapy training in the early career of therapists. The discussion focuses on methodological aspects, and on implications for future studies and training. Public Significance Statement This study shows that theoretical knowledge and applied knowledge of trainee therapists are associated with practical skills in role-play interactions with simulated patients. Our findings underline the need for evidence-based theoretical training in order to promote competent and skillful treatment.