Improving the Quality of Cognitive Behaviour Therapy Case Conceptualization: The Role of Self-Practice/Self-Reflection

Abstract

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.

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

“…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.…”

“…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.…”

The Self-Practice of Sport Psychologists: Do They Practice What They Preach?

“…Tod et al (2011) highlighted that it can often be difficult to fully prepare trainees for professional practice within a sterile learning environment (i.e., a classroom), and it is likely that the necessary experiences for developing effectiveness, and competency, can only be gained through practice. The more experienced participants in the current study described seeking to inhabit the world of their clients through the artistic application of knowledge and, as suggested by Haarhoff, Gibson, and Flett (2011), a combination of SR and SP facilitated a greater understanding of practice by enhancing craft knowledge. In addition to the swampy lowland of professional practice Schön (1992) discussed a high hard ground whereupon solutions become available via interpretation of researchbased theory and technique.…”

Commentary on Three Articles on Self‐practice/Self‐reflection in Cognitive‐Behavioural Therapy

“…However, two significant limitations, the first of which is mentioned in the study itself, are its small sample size and the lack of socio-demographic data for the participants. A larger sample would also make it possible to compare novice and expert therapists and examine the effects of the programme on each of these groups, as has been done in previous studies (Bennett-Levy et al, 2001;Farrand, Perry, & Linsley, 2010;Hearhoff, Gibson, & Flett, 2011;Thwaites, Bennett-Levy, Davis, & Chaddock, 2014).…”

“…Both selfpractice (SP) and self-reflection (SR) can promote more effective ways of implementing therapy (Bennett-Levy et al, 2001;Davis, Thwaites, Freeston, & Bennett-Levy, 2014). SP has been proposed as a useful experiential training strategy that can improve therapists' CBT skills (Bennett-Levy et al, 2001;Hearhoff, Gibson, & Flett, 2011). Both SP and SR can promote more efficient ways of doing therapy and can be used by the therapist as preventive strategies (Bennett-Levy et al, 2001;Davis et al, 2014;Gale & Schröder, 2014).…”