Experiences of self‐practice/self‐reflection in cognitive behavioural therapy: A meta‐synthesis of qualitative studies

Gale, Corinne; Schröder, Thomas

doi:10.1111/papt.12026

Cited by 44 publications

(49 citation statements)

References 26 publications

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“…Personally, they found themselves using CBT strategies in their everyday life and with their families (e.g., with their children). Professionally, they perceived that practicing CBT on themselves increased their skills and enhanced their confidence as therapists, as has been in previous studies where practitioners have engaged in self-practice (Bennett-Levy et al, 2001;Gale & Schröder, 2014;Haarhoff et al, 2011). Importantly, they also perceived CBT to be particularly useful at the personal/professional interface in preventing burnout.…”

Section: Discussionmentioning

confidence: 57%

“…One aspect of this literature has been a small but increasing evidence base that it is valuable for trainee therapists to practice CBT on themselves, and reflect on the experience as part of their training (e.g., Bennett-Levy et al, 2001Farrand, Perry, & Linsley, 2010;Gale & Schröder, 2014;Haarhoff, Gibson, & Flett, 2011). Trainees report self-practice and self-reflection to be both professionally and personally useful.…”

Section: Introductionmentioning

confidence: 99%

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Spontaneous Self‐Practice of Cognitive Behavioural Therapy (CBT) by Aboriginal Counsellors During and Following CBT Training: A Retrospective Analysis of Facilitating Conditions and Impact

Bennett–Levy

Wilson

Nelson

et al. 2015

Australian Psychologist

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Previous cognitive behavioural therapy (CBT) training studies have suggested that therapists who practice CBT strategies on themselves during training may experience professional and personal benefits. However, it has also been reported that some CBT trainees are reluctant to engage in self-practice. The present study reports an incidental finding from a CBT training study with Aboriginal counsellors: all five counsellors reported that they practiced CBT techniques on themselves without specific encouragement by the trainers to do so. This paper therefore posed three questions: (a) Why-in contrast to some other trainees-did this group choose to apply CBT to themselves? (b) How did they apply it-with what purpose, in what contexts, and which skills? (c) What was the impact of CBT self-practice? Data from the group's reflections were qualitatively analysed by two of the researchers, and "member checked" by the remainder. Results indicated that the counsellors were motivated to practice CBT on themselves for two principal reasons: the value they placed on CBT, and their personal need resulting from the high number of crises experienced while living and working in their communities. The counsellors reported practicing CBT in a wide variety of contexts as part of their learning. As in previous studies, the impact of CBT self-practice was that it increased their confidence and competence as therapists. It also appeared to be a valuable burnout prevention strategy. If the results are generalisable, they suggest that self-experiential training in CBT may be a culturally responsive and adaptive way for Aboriginal counsellors to enhance their learning of CBT skills.

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Section: Discussionmentioning

confidence: 57%

Section: Introductionmentioning

confidence: 99%

Spontaneous Self‐Practice of Cognitive Behavioural Therapy (CBT) by Aboriginal Counsellors During and Following CBT Training: A Retrospective Analysis of Facilitating Conditions and Impact

Bennett–Levy

Wilson

Nelson

et al. 2015

Australian Psychologist

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“…It may impact processes and outcomes of therapy (Bennett‐Levy et al, ), case‐conceptualization skills (Haarhoff, ; Haarhoff, Gibson, & Flett, ), therapist personal beliefs (Davis, Thwaites, Freeston, & Bennett‐Levy, ), therapeutic attitudes (Chaddock, Thwaites, Freeston, & Bennett‐Levy, ), and both interpersonal perceptual and cognitive therapy‐specific skills (Bennett‐Levy, Lee, Travers, Pohlman, & Hamernick, ; Chaddock, Thwaites, Bennett‐Levy, & Freeston, ; Davis, Thwaites, Freeston, & Bennett‐Levy, ). SP/SR has important implications for practice and might be a transtheoretical concept, which places participants in clients' shoes, increasing empathy and understanding of the model, and enhancing training (Gale & Schröder, ).…”

Section: Introductionmentioning

confidence: 99%

Self‐practice/self‐reflection as an alternative to personal training‐therapy in cognitive behavioural therapy training: A qualitative analysis

Chigwedere

Thwaites

Fitzmaurice

et al. 2018

Clin Psychology and Psychoth

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“…Over the past decade, this assertion has been supported by a number of studies in Australia, New Zealand, the UK, Ireland, and Austria (Bennett‐Levy et al., ; Chaddock, Thwaites, Freeston, & Bennett‐Levy, ; Davis, Thwaites, Freeston, & Bennett‐Levy, ; Farrand, Perry, & Linsley, ; Haarhoff, Gibson, & Flett, ; Laireiter & Willutzki, ). A recent meta‐synthesis provides a good summary of this research and offers support for the value of SP/SR within training programmes (Gale & Schröder, ). In addition to strengthening the reflective system, SP/SR has consistently been found to enhance DK and PK in a number of ways, for example: understanding the CBT model and the process of change (DK); improving communication of therapy rationale, specific CBT skills, flexibility, creativity, self‐awareness, self‐knowledge and understanding the impact of therapist beliefs (PK).…”

mentioning

confidence: 90%

What Are the Conditions Needed to Facilitate Online Self‐Reflection for Cognitive Behaviour Therapy Trainees?

Spafford

Haarhoff

2015

Australian Psychologist

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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.

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Experiences of self‐practice/self‐reflection in cognitive behavioural therapy: A meta‐synthesis of qualitative studies

Cited by 44 publications

References 26 publications

Spontaneous Self‐Practice of Cognitive Behavioural Therapy (CBT) by Aboriginal Counsellors During and Following CBT Training: A Retrospective Analysis of Facilitating Conditions and Impact

Spontaneous Self‐Practice of Cognitive Behavioural Therapy (CBT) by Aboriginal Counsellors During and Following CBT Training: A Retrospective Analysis of Facilitating Conditions and Impact

Self‐practice/self‐reflection as an alternative to personal training‐therapy in cognitive behavioural therapy training: A qualitative analysis

What Are the Conditions Needed to Facilitate Online Self‐Reflection for Cognitive Behaviour Therapy Trainees?

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