A tentative conclusion reached, based on the self-reflections of the participants, was that targeted self-practice/self-reflection enhanced case conceptualization skill by consolidating the Declarative, Procedural and Reflective systems important in therapist skill acquisition.

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There are good theoretical and empirical grounds to suggest that personal practices (PPs; e.g., self‐practice/self‐reflection [SP/SR] programmes, meditation programmes and personal therapy) can have a positive impact on therapist skills and client outcomes. However, to date, a weakness in many PP studies is the lack of cohort control groups. The two pilot studies reported in this paper examined SP/SR programmes integrated into postgraduate psychology training and are the first to include cohort control groups. Study 1 compared outcomes of students assigned to either SP/SR (n = 17) or a cognitive behaviour therapy (CBT) book study group (n = 13) during their first clinical placement. Study 2 compared outcomes of students who completed the SP/SR programme as part of CBT training (n = 12) with participants who completed the same CBT training in the previous year without an SP/SR programme (n = 17). Significant improvements in therapist confidence for the SP/SR groups were found in both studies. Study 2 also showed significantly higher therapist self‐awareness and lower burnout scores in the SP/SR group. These studies are limited by their small sample size and the lack of random allocation. Nevertheless, they provide preliminary empirical evidence demonstrating large effects of PP on trainees' personal and therapist selves and offer a basis for further research using randomized controlled designs with larger sample sizes.

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Introduction Self‐practice (practicing cognitive behaviour therapy techniques on self as therapist and Self‐reflection (reflecting on the experience of self‐practice) is gaining increasing support as a mechanism supporting the improved acquisition and development of therapist skill in both novice and more experienced practitioners. Research in several countries has confirmed that participants have found SP/SP extremely useful both professionally and personally. Despite the increasing evidence of benefit it has also been observed that some participants fail to fully engage with the SP/SR process, drop out or do not complete SP/SR programmes. Recently, on‐line interactive blogs have been identified as useful in improving SP/SR engagement in the training of practitioners involved in stepped care programmes. Objective To qualitatively explore the utility of an online self‐practice/ selfreflection blog as a mechanism with the potential to facilitate postgraduate cognitive behaviour therapy trainees engagement in self‐practice/ selfreflection as a training strategy. Method Nine trainees completed an online self‐practice/ self‐reflection programme as a component of a Postgraduate Diploma of Cognitive Behaviour Therapy. On completion trainees were invited to complete an electronic feedback form and participate in a focus group discussion regarding their experience of engaging with an interactive self‐reflection blog. Results Thematic analysis resulted in identifying one central theme: Experience of the SRB, under which six sub themes, namely: Obstacles, and Solutions, Being Observed, Online Synergy, Motivation and Time as a factor, were noted. Themes are discussed in relation to recommendations for future training providers to improve trainee engagement and utilisation of self‐reflective online programmes.