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‘Courses for Horses’: designing, adapting and implementing self practice/self-reflection programmes

Published online by Cambridge University Press:  29 April 2019

Mark H. Freeston Open the ORCID record for Mark H. Freeston [Opens in a new window] ,
Richard Thwaites Open the ORCID record for Richard Thwaites [Opens in a new window]  and
James Bennett-Levy Open the ORCID record for James Bennett-Levy [Opens in a new window]
Mark H. Freeston
Affiliation:
Newcastle Cognitive and Behavioural Therapies Centre, Northumberland, Tyne and Wear NHS Foundation Trust, Newcastle upon Tyne, UK School of Psychology, University of Newcastle, Newcastle upon Tyne, UK
Richard Thwaites*
Affiliation:
First Step, Cumbria Partnership NHS Foundation Trust, Carlisle, UK
James Bennett-Levy
Affiliation:
University Centre for Rural Health (North Coast), University of Sydney, Sydney, Australia
*
*Corresponding author. Email: richard.thwaites@cumbria.nhs.uk
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Abstract

Self-Practice/Self-Reflection (SP/SR) has been proposed both as an adjunct to therapy training programmes, and also as a means for therapist development among experienced therapists. Research suggests it develops aspects of knowledge and skill that may not be addressed through other training methods. With increasing interest in SP/SR, a growing evidence base regarding both participant benefits and potential risks from SP/SR, and the development of SP/SR programmes across a range of therapeutic modalities, we argue it is timely to identify a set of principles that can guide the design, adaptation and implementation of SP/SR programmes. At this stage, there is little empirical evidence to guide trainers wishing to implement SP/SR in different contexts. Accordingly, these principles have been derived from reflection on developing, testing and implementing SP/SR programmes as well as on other training and supervisory experience. The first set of principles detailed in Section 1 draw on various theories of learning and development and frame the processes involved, the next principles speak to the content of SP/SR programmes, and the final principles address structure. Within Section 2, the principles are then considered for their practical implications. In Section 3, the sharing of what are initially private self-reflections is then considered together with some implications for SP/SR programmes, especially when there is assessment involved. We argue that SP/SR will continue to progress with well-designed standard programmes, careful implementation, thoughtful adaptation, ongoing innovation, and especially more evaluation.

Key learning aims

  1. (1) To understand the principles for designing, adapting and implementing SP/SR programmes that are drawn from theory and from the authors’ experience of developing and implementing SP/SR programmes over the last 20 years.

  2. (2) To understand the possible factors that guide the processes, content and structure of SP/SR programmes.

  3. (3) To understand how best to maximize effective engagement and learning (and limit harm) when planning or implementing an SP/SR programme.

Keywords

cognitive therapy trainingpsychotherapy trainingreflectiontherapist competenceself-practice/self-reflection
Type
Education and Supervision
Information
the Cognitive Behaviour Therapist , Volume 12 , 2019 , e28
Copyright
© British Association for Behavioural and Cognitive Psychotherapies 2019 

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References

Further reading

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
Haarhoff, B.A., Thwaites, R., (2016). Reflection in CBT. London, UK: Sage.CrossRefGoogle Scholar

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