Self‐reflection and self‐practice in training of Cognitive Behaviour Therapy: an overview

Abstract

The present paper deals with a developing training element in cognitive behaviour therapy (CBT), the self-practice of therapeutic techniques and the self-exploration of the person of the therapist. Initially, the current status of this training element in CBT is discussed, and a short note on its terminology is presented. Then an overview of the most important objectives of self-practice and self-reflection in CBT, and the concepts and methods of practice of this element is given. The concepts focus on two major aims, the self-exploration of the person of the therapist within and beyond his or her therapeutic practice, and the self-application of therapeutic techniques (=self-practice). In the second part of the paper empirical studies related to the outcome of self-reflection and self-practice on the development of the therapist and her or his therapeutic practice are reviewed. The few empirical studies show that trainees experience in their own view substantial professional and personal gains from this training tool, with the professional impact being more important than the personal one. The most important outcomes evaluated by subjective data from the trainees are improvements in self-insight and self-awareness and a better understanding of the therapist's role and the therapeutic change process. Additionally, a better understanding of CBT methods and of general therapeutic skills, such as empathy and role-takingcompetencies, are reported by the trainees. The paper comes to the conclusion that self-exploration and self-practice are important components of CBT training. Consequences and recommendations for its integration into training courses for CBT are discussed as well as the necessity for more research in this area. Copyright  2002 John Wiley & Sons, Ltd. ON THE CURRENT STATUS OF PERSONAL THERAPY, SELF-REFLECTION AND SELF-PRACTICE IN COGNITIVE-BEHAVIOUR THERAPYHistorically, the requirement for trainees to undergo psychotherapy has a long tradition in psychodynamic and humanistic orientations of psychotherapy. Early behaviour therapy did not recommend personal therapy as necessary for becoming a therapist, because therapeutic change was seen here as a consequence of alternative learning by the client and the sound application of therapeutic techniques by the therapist. It did not seem necessary here for therapists to be thoroughly

A model of personal professional development in the systematic training of clinical psychologists

“…Fortunately, there is reason to believe that reflection will be beneficial. For instance, Laireiter and Willutzki (2003) reported that applying the Cognitive-Behavioural Therapy (CBT) models and methods to the development of therapists led to self-reported improvements in such areas as empathy. Similarly, Bennett-Levy, Lee, Travers, Pohlman, and Hamernik (2003) studied how 14 CBT practitioners developed as a result of 'co-therapy' sessions, noting benefits in such areas as the therapeutic relationship, empathy, self-reflection and flexibility.…”

Expert Insight into the Assessment of Competence in Cognitive–Behavioural Therapy: A Qualitative Exploration of Experts' Experiences, Opinions and Recommendations

“…For example, self-assessment was not viewed as robust or accurate enough for summative purposes. Nevertheless, comparing therapists' own ratings of their in-session performance with an assessor's rating provided a useful tool for enhancing self-reflection (Bennett- Levy, 2006;Laireiter & Willutzki, 2003). That being said, participants did not typically employ independent formative and summative assessments, suggesting the need for assessment tools that can serve both functions.…”

“…This view is supported by research demonstrating that therapists' self-appraisals typically differ from assessors' appraisals (Brosan, Reynolds, & Moore, 2008;Mathieson, Barnfield, & Beaumont, 2010;McManus et al, 2011). Self-assessment was, however, used to enhance therapists' capacity for self-reflection, a strategy that is supported by an increasing body of literature highlighting self-reflection as an important mechanism for therapist development (Bennett-Levy, 2006;Laireiter & Willutzki, 2003). Participants were aware of the difficulties in using patient outcome data to infer therapists' competence, particularly that it does not take into account treatment-specific factors (i.e., improved outcome may not be due to receiving CBT) and is confounded by patient variables (e.g., patient difficulty and comorbidity).…”

Use of Self in Cognitive Behavioral Therapy

“…CBT trainees and clinicians are encouraged to work on their own issues both as an opportunity to genuinely practice the application of cognitive, behavioral and emotive techniques and also to allow them to be better prepared as clinicians to become aware of and handle their thoughts, feelings and behaviors within the therapeutic relationship (Laireiter and Willutzki 2003;Padesky 1996). Practicing techniques on their real problems allows trainees and clinicians to experience them first hand and creates better preparedness for their elegant use with clients.…”