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

Published online by Cambridge University Press:  22 February 2022

James Collard Open the ORCID record for James Collard [Opens in a new window]  and
Michael Clarke
James Collard*
Affiliation:
Cairnmillar Institute, Hawthorn East VIC 3123, Australia
Michael Clarke
Affiliation:
Cairnmillar Institute, Hawthorn East VIC 3123, Australia
*
*Corresponding author. Email: james.collard@cairnmillar.edu.au
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Abstract

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. (1) To understand the usefulness of a behavioural experiment [a low frustration tolerance (LFT) exercise] for training within a SP/SR framework.

  2. (2) To examine the potential for using SP/SR as a form of competency-based training.

  3. (3) To demonstrate the benefits of experiential learning through SP/SR in training CBT.

Keywords

behavioural experimentcognitive behavioural therapy trainingexperiential learninglow frustration toleranceself-practice self-reflection
Type
Original Research
Information
the Cognitive Behaviour Therapist , Volume 15 , 2022 , e10
Copyright
© The Author(s), 2022. Published by Cambridge University Press on behalf of the British Association for Behavioural and Cognitive Psychotherapies

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References

Further reading

Bennett-Levy, J. (2019). Why therapists should walk the talk: the theoretical and empirical case for personal practice in therapist training and professional development. Journal of Behavior Therapy and Experimental Psychiatry, 62, 133–145. https://doi.org/10.1016/j.jbtep.2018.08.004 CrossRefGoogle ScholarPubMed
Bennett-Levy, J., Thwaites, R., Haarhoff, B., & Perry, H. (2015). Experiencing CBT from the Inside Out: A Self-Practice/Self-Reflection Workbook for Therapists. New York, USA: Guilford Press.Google Scholar

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