Experiential learning for trainee therapists through a shame attack exercise

Collard, James; Clarke, Michael

doi:10.1017/s1754470x20000549

Cited by 4 publications

(19 citation statements)

References 29 publications

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“…For the qualitative analysis, a thematic analysis was conducted using a hybrid inductive-deductive model in line with recommendations by Fereday and Muir-Cochrane (2006) and Braun and Clarke (2006). For more information on this model, refer to Collard and Clarke (2020). With regard to the LFT exercise, previous literature on frustration intolerance (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…As previously suggested, further development of reflective questions could enhance the focus on the development of core competencies for psychological practice (Collard and Clarke, 2020). In line with von Treuer and Reynolds' (2017) focus on competency in evidence-based interventions and evaluation of their application, prompts could be provided for participants to reflect on ways the behavioural experiment could have been tailored more specifically to the presenting issue or deepened, how safety or avoidant behaviours could be addressed, and how key learning could be reinforced or generalised.…”

Section: Sp/sr As a Form Of Competency-based Assessmentmentioning

confidence: 98%

“…The framework does, however, appear to provide a method for assessing competency. As suggested in our previous paper (Collard and Clarke, 2020), the inclusion of behavioural interventions with reflective journalling within such training provides a basis for assessing competence in formulation skills, intervention design and application, and analysis of outcomes. These have all been highlighted as key competencies for psychological practice (von Treuer and Reynolds, 2017).…”

Section: Sp/sr As a Form Of Competency-based Assessmentmentioning

confidence: 99%

“…SP/SR may also provide a useful method for introducing competency-based assessment for trainees, that is a way to measure competency in a vocational skill. With psychological practice involving competencies in assessment, evidence-based treatment planning, the application of interventions, and evaluation of treatment outcome (von Treuer and Reynolds, 2017), it has been suggested that the SP/SR frameworks can provide an avenue for the early assessment of such skills in trainees (Collard and Clarke, 2020). The SP/SR provides trainees with a chance to practise and develop these skills on themselves prior to engaging in client work, and provides opportunity for external feedback to help with the development of such skills.…”

Section: Introductionmentioning

confidence: 99%

“…Two exceptions to this include a paper by Bennett-Levy (2003) contrasting the benefits of SP/SR for automatic thought records and behavioural experiments and a study by Collard and Clark (2020) investigating the learning taken from trainees' engagement in an exposure intervention for social anxiety. While these studies helped to demonstrate the different types of learning that can be taken from thought records and behavioural experiments (Bennett-Levy, 2003) and the potential for improving trainees' appreciation for, understanding of, and application of exposure strategies for social anxiety (Collard and Clarke, 2020), there is still great scope for examining the potential learning trainees could take from other SP/SR exercises.…”

Section: Introductionmentioning

confidence: 99%

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Use of a low frustration tolerance exercise for trainee therapists in a SP/SR framework

Collard

Clarke

2022

tCBT

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Application of a self-practice self-reflection (SP/SR) framework to clinical training programmes for those learning cognitive behavioural therapy (CBT) have demonstrated positive outcomes. These programmes have typically resulted in reports of enhanced learning, improved clinical skills, heightened empathy, improved interpersonal skills, increased self-awareness, and self-development for those undertaking such training. However, the utility of specific activities within this framework for enhancing trainees’ learning still requires exploration. This study sought to explore the use of a low frustration tolerance (LFT) exercise to enhance trainee’s learning around issues relating to frustration and discomfort tolerance. It also further explored the possible application of SP/SR as a form of competency-based assessment. The study was based on 41 student trainees that engaged in a self-directed LFT exercise. Written reflections on these exercises were then thematically analysed. From a competency basis, the exercise provided an approach for observing the trainee’s competency with formulation skills, intervention planning, and self-reflective capacity. Participants reported both personal and professional development outcomes from the exercise. These included a ‘deepened’ understanding of cognitive behavioural principles related to their experiences, both in terms of principles relating to maintenance of dysfunction and to creating change. Increased self-awareness and learning outcomes relating to the development of interpersonal skills were also commonly reported by trainees. Key learning aims (1) To understand the usefulness of a behavioural experiment [a low frustration tolerance (LFT) exercise] for training within a SP/SR framework. (2) To examine the potential for using SP/SR as a form of competency-based training. (3) To demonstrate the benefits of experiential learning through SP/SR in training CBT.

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Section: Discussionmentioning

confidence: 99%

Section: Sp/sr As a Form Of Competency-based Assessmentmentioning

confidence: 98%

Section: Sp/sr As a Form Of Competency-based Assessmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Use of a low frustration tolerance exercise for trainee therapists in a SP/SR framework

Collard

Clarke

2022

tCBT

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Use of self-practice/self-reflection (SP/SR) exercises for competency-based training and assessment in CBT

Collard

2024

tCBT

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With the increased demand for psychological services, and particularly for cognitive behavioural therapy (CBT), it is vital that teaching programs offer effective training that produce skilled and competent clinicians. This paper reviews the limitations of traditional approaches to training within the field of psychology, in terms of the promotion of a breadth of declarative knowledge at the expense of a deep and nuanced understanding of cognitive behavioural theory and clinical competence. It also reviews issues with existing strategies for competency-based assessment of trainees learning CBT. To date, many of these appear to assess a range of competencies concurrently and to test trainees within complex environments. Such methods may fail to provide an opportunity for the assessment of specific areas of competence and/or confound the assessment itself. It may also result in the public being exposed to trainees who are yet to develop competence. Based on recent research in training methods within psychology at large, and in relation to CBT specifically, a model of competency-based training and assessment is presented to address these issues. This model extends the existing research on the use of the experiential self-practice/self-reflection (SP/SR) framework for training in CBT. It proposes that the use of discrete exercises within a SP/SR training program promotes a more in-depth and nuanced appreciation of cognitive behavioural knowledge and skills and increased clinical competence. Furthermore, such exercises are proposed to provide an avenue for assessing clinical competence in specific skills prior to the commencement of direct client services. Key learning aims (1) To review literature on training for the development of clinical competence. (2) To review literature examining methods of assessing competence. (3) To propose the use of experiential training through a SP/SR framework as a method for providing both competency-based training and assessment.

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‘Crossing the reflective bridge’: how therapists synthesise personal and professional development from self-practice/self-reflection during CBT training

Presley,

Jones

2024

tCBT

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Over the last two decades, self-practice/self-reflection (SP/SR) has been advocated as a useful experiential teaching method on CBT training programmes. As part of this, theoretical positions point to the importance of there being an explicit process of ‘bridging’ between what is learnt about the self (personal development) and the implications of this for clinical practice (professional development). However, exactly how participants experience this synthesis as part of their engagement in SP/SR has not yet been clarified. As such, the present study set out to explicate trainee CBT therapists’ experiences of this process, in order to further our understanding of how they synthesise their personal and professional development during training. Nineteen trainees took part in the study, each consenting to a 1000-word written summary of their learning from SP/SR being entered into the dataset and analysed using thematic analysis. The analysis identified five interconnected themes, illustrating how trainees had (i) identified self-schemas, (ii) increased their awareness of personal context, and (iii) conceptualised the role of the self in the therapeutic process; they had then achieved (iv) personal–professional development via experiential change methods, resulting in (v) perceived benefits for their clinical practice. SP/SR may therefore be a useful vehicle to enhance personal and professional development during training by helping trainees to understand and address the role of the self in cognitive behavioural psychotherapy. Tentative implications for CBT training and practice have been offered. Key learning aims (1) To summarise key theoretical positions and research outcomes underpinning the use of SP/SR as a CBT training method to enhance personal and professional development. (2) To understand trainee experiences of synthesising personal and professional development from SP/SR during training. (3) To consider implications for CBT training and ongoing professional practice.

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Experiential learning for trainee therapists through a shame attack exercise

Cited by 4 publications

References 29 publications

Use of a low frustration tolerance exercise for trainee therapists in a SP/SR framework

Use of a low frustration tolerance exercise for trainee therapists in a SP/SR framework

Use of self-practice/self-reflection (SP/SR) exercises for competency-based training and assessment in CBT

‘Crossing the reflective bridge’: how therapists synthesise personal and professional development from self-practice/self-reflection during CBT training

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