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Understanding individual differences in response to Self-Practice and Self-Reflection (SP/SR) during CBT training

Published online by Cambridge University Press:  20 August 2014

Anna Chaddock ,
Richard Thwaites ,
James Bennett-Levy  and
Mark H. Freeston
Anna Chaddock*
Affiliation:
Newcastle upon Tyne Hospitals NHS Foundation Trust, Newcastle upon Tyne, UK
Richard Thwaites
Affiliation:
Cumbria Partnership NHS Foundation Trust, Carlisle, UK
James Bennett-Levy
Affiliation:
University Centre for Rural Health (North Coast), University of Sydney, Australia
Mark H. Freeston
Affiliation:
Newcastle University and Northumberland Tyne and Wear NHS Foundation Trust, Institute of Neuroscience and Newcastle Cognitive and Behavioural Therapies Centre, Newcastle upon Tyne, UK
*
*Author for correspondence: Dr A. Chaddock, Newcastle Primary Care Mental Health Services, 4th Floor, Newcroft House, Market Street East, Newcastle NE1 6ND, UK (email: [email protected])
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Abstract

Self-Practice/Self-Reflection (SP/SR) has been developed as a self-experiential training strategy to enhance CBT therapists’ skills. SP/SR gives therapists an experience of CBT through practising CBT techniques on themselves, and reflecting on the experience and its implications for clinical practice. Many practitioners report significant professional and personal gains from SP/SR; however, there is considerable individual variation. This study examined individual experiences of SP/SR in order to develop a better understanding of idiosyncratic variations in participants’ approaches to SP/SR, and to inform the design and implementation of future SP/SR programmes. A single-case design was employed to examine the experiences of four trainee cognitive-behaviour therapists who were undertaking SP/SR as part of their professional training in CBT. Quantitative data from self-ratings of skill, and qualitative data from participants’ reflections and attributions following completion of SP/SR were examined. Both the participants, and two additional reviewers were consulted in the interpretation of the results. The impact of SP/SR appeared specific to each participant, reflecting different ways that participants engaged with SP/SR materials. The study suggests that for optimal development, engagement of the personal self and therapist self may be required.

Keywords

Cognitive behaviour therapycognitive therapy trainingself-reflectiontherapist competencetraining
Type
Education and Supervision
Information
the Cognitive Behaviour Therapist , Volume 7 , December 2014 , e14
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 2014 

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References

Recommended follow-up reading

Bennett-Levy, J, Thwaites, R, Chaddock, A, Davis, M (2009). Reflective practice in cognitive behavioural therapy. In: Reflective Practice in Psychotherapy and Counselling (ed. Stedmon, J. & Dallos, R.), pp. 115–135. Maidenhead: Open University Press.Google Scholar
Bennett-Levy, J, Thwaites, R, Haarhoff, B, Perry, H (2015). Experiencing CBT from the Inside Out: A Self-practice/Self-reflection CBT Workbook for Therapists. New York: Guilford.Google Scholar
Thwaites, R, Bennett-Levy, J, Davis, M, Chaddock, A (2014). Using self-practice and self-reflection (SP/SR) to enhance CBT competence and meta-competence. In: How to Become a More Effective CBT Therapist: Mastering Metacompetence in Clinical Practice (ed. Whittington, A. & Grey, N.), pp. 241–254. London: Routledge.Google Scholar

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